Teachers‟ Attitudes towards Values Across the Curriculum: A Systematic Literature Review
DOI:
https://doi.org/10.61841/bqn8ke50Keywords:
Values, Values Across the Curriculum, Teachers’ Attitudes, ReviewAbstract
Values across the curriculum is an effort to inculcate a moral dimension through school subjects. Based on previous research, teachers' attitudes are very significant to maintain this approach. The purpose of this article is to systematically identify previous studies on teachers' attitudes as the affective domain in successfully implementing values across the curriculum. This review paper was setting two research questions, namely, (1) factors of teachers' attitudes and (2) the challenges of teachers' attitudes. Study inclusion criteria consist of empirical studies that aligned with research questions, published in English, and published between 2009 and 2019. This systematic study applied the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method and has identified 14 related studies using search engines such as Scopus, Dimensions, and Google Scholar to obtain relevant and indexed articles. From the first research question, four themes emerged as factors of teachers' attitudes of values performance, namely, teachers' education, teachers' religious beliefs, teachers' experience, and teachers' socio-political perspectives. From the second research question, two themes emerged as the challenges of teachers' attitudes towards values across the curriculum, which are teachers' competence and teachers’ support. This suggestion of themes is interrelated and indicates that teachers' attitudes are prerequisites for the values across the curriculum implementation. This paper contributes beneficial support to developing strategies for excellence qualities in teachers' attitudes in order to be competent and more functional at handling values issues through subject teaching.
Downloads
References
[1] J. M. Halstead and Monica J. Taylor, Values and Values Education in Schools. London: The Falmer Press,
1996.
[2] A.G. Mergler and R. Spooner-Lane, “What Pre-service Teachers need to know to be Effective at Values-based
Education,” Aust. J. Teach. Educ., vol. 37, no. 8, 2013.
[3] S.R. Rindrayani, “The implementation of character education in Indonesia high school curriculum program,”
Univers. J. Educ. Res., vol. 8, no. 1, pp. 304–312, 2020.
[4] T. Lovat and N. Hawkes, “Values Education: a Pedagogical Imperative for Student Wellbeing,” Educ. Res. Int.
Educ. Res. Int. Educ. Res. Int. Educ. Res. Int. ISSN-L, vol. 2, no. 2, pp. 2307–3713, 2013.
[5] J. Arthur, “Personal character and tomorrowcitizens: Student expectations of their teachers,” Int. J. Educ.
Res., vol. 50, no. 3, pp. 184–189, 2011.
[6] D. Carr and J. Landon, “Teachers and Schools as Agencies of Values Education : reflections on teachers‟
perceptions Part Two : the hidden curriculum,” J. Beliefs Values Stud. Relig. Educ., vol. 20, no. 1, pp. 21–29,
1999.
[7] M. Willemse, M. Lunenberg, and F. Korthagen, “Values in education: A challenge for teacher educators,” Teach.
Teach. Educ., vol. 21, no. 2, pp. 205–217, 2005.
[8] L. Brady, “Teacher Values and Relationship: Factors in Values Education,” Aust. J. Teach. Educ., vol. 36, no. 2,
2011.
[9] D. Moher, A. Liberati, J. Tetzlaff, and D. G. Altman, “Preferred reporting items for systematic reviews and
meta-analyses: the PRISMA statement,” J. Clin. Epidemiol., 2009.
[10] A. Joshi, “Comparison Between Scopus and ISI Web of Science,” J. Glob. Values ISSN, vol. VII, no. 1, pp.
976–9447, 2016.
[11] R. Ozbek and E. Susam, “The evaluation of prospective teachers attitudes towards citizenship and citizenship
education,” Educ. Res. Rev., vol. 12, no. 16, pp. 801–810, 2017.
[12] G. Biesta, M. Priestley, and S. Robinson, “The role of beliefs in teacher agency,” Teach. Teach. Theory Pract.,
vol. 21, no. 6, pp. 624–640, 2015.
[13] S. Bursa and A. F. Ersoy, “Social Studies Teachers‟ Perceptions and Experiences of Social Justice,” Eurasian J. Educ. Res., vol. 16, no. 64, pp. 1–35, 2016.
[14] S. Carrington, J. Deppeler, and J. Moss, “Cultivating teachers‟ beliefs, knowledge and skills for leading change
in schools,” Aust. J. Teach. Educ., vol. 35, no. 1, pp. 1–13, 2010.
[15] K. Cayir and M. T. Bagli, “„No-one respects them anyway‟: Secondary school students‟ perceptions of human
rights education in Turkey,” Intercult. Educ., vol. 22, no. 1, pp. 1–14, 2011.
[16] S. Chapman, P. Wright, and R. Pascoe, “Purpose, value, and practice in Western Australian schools:
Understanding misalignment in arts learning,” J. Curric. Pedagog., vol. 16, no. 2, pp. 120–140, 2019.
[17] S. F. Durdukoca, “Identifying the Attitudes and Views of Social Sciences Teachers toward Values Education in
Turkey,” World J. Educ., vol. 9, no. 1, p. 103, 2019.
[18] E. M. Hawe, I. Browne, A. Siteine, and B. Tuck, “Beliefs of experienced and student teachers about the nature
and purpose of social studies education in New Zealand elementary schools,” Asia Pacific J. Educ., vol. 30,
no. 3, pp. 289–304, 2010.
[19] B. Helen, “Raising the bar: Ethics education for quality teachers,” Aust. J. Teach. Educ., vol. 36, no. 7, pp.
76–93, 2011.
[20] N. Pantic and T. Wubbles, “Teacher competencies as a basis for teacher education - Views of Serbian teachers
and teacher educators,” Teach. Teach. Educ., vol. 26, no. 3, pp. 694–703, 2010.
[21] L. Zhang and C. Atkin, “Conceptualizing Humanistic Competence in the Language Classroom by TJP - A
Chinese Case,” Int. Educ. Stud., vol. 3, no. 4, pp. 121–127, 2010.
[22] S. Zhang, “Secondary Preservice Teachers‟ Perspectives on Teacher Self-Disclosure as Citizenship
Curriculum,” Action Teach. Educ., vol. 32, no. 2, pp. 82–96, 2010.
[23] A. Rapoport, “Global Citizenship Themes in the Social Studies Classroom: Teaching Devices and Teachers‟
Attitudes,” Educ. Forum, vol. 77, no. 4, pp. 407–420, 2013.
[24] S. B. Jenkins, “Measuring teacher beliefs about curriculum orientations using the modified-curriculum
orientations inventory,” Curric. J., vol. 20, no. 2, pp. 103–120, 2009.
[25] K. L. Wong, C. K. J. Lee, K. J. Kennedy, and J. K. S. Chan, “Hong Kong teachers‟ receptivity towards civic
education,” Citizsh. Teach. Learn., vol. 10, no. 3, pp. 271–292, 2015.
[26] T. Lovat, N. Clement, K. Dally, and R. Toomey, “Values education as holistic development for all sectors:
Researching for effective pedagogy,” Oxford Rev. Educ., vol. 36, no. 6, pp. 713–729, 2010.
[27] Sarkadi, A. R. Casmana, and Y. Rahmawati, “Improved learning design for pre-service teacher in a character
education course,” Univers. J. Educ. Res., vol. 8, no. 1, pp. 212–224, 2020.
[28] M. Japar, “The improvement of Indonesian students' engagement in civic education through case-based
learning,” J. Soc. Stud. Educ. Res., vol. 9, no. 3, pp. 27–44, 2018.
[29] U. Qoyyimah, “Inculcating character education through EFL teaching in Indonesian state schools,” Pedagogies,
vol. 11, no. 2, pp. 109–126, 2016.
[30] M. A. Arifin, “The Teaching Methodology and Assessment of Character Education in Indonesian English Curriculum : Teacher ` s Perceptions The Asian EFL Journal Second Language Acquisition—Academic Research TESOL Indonesia International Conference Edition Volume 10 Seni,” no. March, 2017.
[31] M. Jeliazkova, “Social science teachers on citizenship education: A comparative study of two post-communist countries,” J. Soc. Sci. Educ., vol. 14, no. 1, pp. 31–46, 2015.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
