A Systematic Review: Teacher‟s Roles in Implementing Values Education
DOI:
https://doi.org/10.61841/hzxywy69Keywords:
Values, Values Education, Teacher’s RolesAbstract
Values education is the process of inculcating values-oriented education to students directly or indirectly, and it always occurs in a humanities course. Based on previous research, many countries have initiatives and give much attention to values in their national curriculum. The aim of this study is to analyze the existing literature on teachers’ roles in implementing values education. Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) direct the review method. Two primary databases applied in this review, namely, Web of Science (WoS) and Scopus, recognized 14 linked research articles from 2009 till 2019. From the review of selected articles, three major themes of teachers' roles in implementing values education emerged, namely, teachers as role models, teachers' competencies, and teachers' collaboration. These three significant themes further produced seven sub-themes. This systematic review hopes to afford a valuable contribution to concerned parties for the development of applications in teacher education and policies of values education in this epoch.
Downloads
References
[1] 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.
[2] M. W. Berkowitz, “What works in values education,” Int. J. Educ. Res., vol. 50, no. 3, pp. 153–158, 2011.
[3] 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.
[4] T. H. McLaughlin, “Citizenship education in England: The Crick Report and beyond,” J. Philos. Educ., vol.
34, no. 4, 2000.
[5] P. F. Sung and M. L. Yang, “National identity and its relationship with teachers‟ historical knowledge and pedagogy: The case of Taiwan,” Asia Pacific J. Educ., vol. 29, no. 2, pp. 179–194, 2009.
[6] G. Barus and S. Mungkasi, “On The Publication Of Research Papers In The Area Of Character Education,”
Int. J. Mech. Eng. Technol., vol. 10, no. 3, pp. 1630–1635, 2019.
[7] R. Thornberg and E. Oguz, “Teachers‟ views on values education: A qualitative study in Sweden and
Turkey,” Int. J. Educ. Res., vol. 59, pp. 49–56, 2013.
[8] 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.
[9] Zurqoni, H. Retnawati, J. Arlinwibowo, and E. Apino, “Strategy and implementation of character education
in senior high schools and vocational high schools,” J. Soc. Stud. Educ. Res., vol. 9, no. 3, pp. 370–397,
2018.
[10] S. Suyatno, J. Jumintono, D. I. Pambudi, A. Mardati, and W. Wantini, “Strategy of Values Education in the
Indonesian Education System,” Int. J. Instr., vol. 12, no. 1, pp. 607–624, Jan. 2019.
[11] Zurqoni, H., Retnawati, J. Arlinwibowo, and E. Apino, “Strategy and implementation of character education
in senior high schools and vocational high schools,” J. Soc. Stud. Educ. Res., vol. 9, no. 3, pp. 370–397,
2018.
[12] Zurqoni, H., Retnawati, E. Apino, and R. D. Anazifa, “Impact of character education implementation: A
goal-free evaluation,” Probl. Educ. 21st Century, vol. 76, no. 6, pp. 881–899, 2018.
[13] 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.
[14] P. Bamber, A. Bullivant, A. Clark, and D. Lundie, “Educating Global Britain: Perils and Possibilities
Promoting „National‟ Values through Critical Global Citizenship Education,” Br. J. Educ. Stud., vol. 66,
no. 4, pp. 433–453, 2018.
[15] U. Qoyyimah, “Inculcating character education through EFL teaching in Indonesian state schools,”
Pedagogies, vol. 11, no. 2, pp. 109–126, 2016.
[16] D. J. Barr et al., “A randomized controlled trial of professional development for interdisciplinary civic
education: Impacts on humanities teachers and their students,” Teach. Coll. Rec., vol. 117, no. 2, 2015.
[17] P. Bamber et al., “A randomized controlled trial of professional development for interdisciplinary civic
education: Impacts on humanities teachers and their students,” J. Soc. Stud. Educ. Res., vol. 9, no. 1, pp.
109–126, Jan. 2018.
[18] S. Bamkin, “Reforms to strengthen moral education in Japan: a preliminary analysis of implementation in
schools,” Contemp. Japan, vol. 30, no. 1, pp. 78–96, 2018.
[19] 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.
[20] B. Blevins, K. LeCompte, and S. Wells, “Citizenship education goes digital,” J. Soc. Stud. Res., vol. 38, no.
1, pp. 33–44, 2014.
[21] T. Celikkaya and S. Filoglu, “Attitudes of Social Studies Teachers toward Value and Values Education,”
Educ. Sci. Theory Pract., vol. 14, no. 4, pp. 1551–1557, 2014.
[22] A. Grubisic and V. Rajic, “Readiness of Prospective Teacher Education for Democratic Primary School
Teachers to Citizenship,” Croat. J. Educ., vol. 17, no. 1, pp. 113–124, 2015.
[23] N. Dasoo and E. Henning, “South African teachers‟ initiation into Values Education: Following the script,”
Educ. as Chang., vol. 16, no. 1, pp. 129–142, 2012.
[24] C. Parker, “Pedagogical Tools for Peacebuilding Education: Engaging and Empathizing with Diverse
Perspectives in Multicultural Elementary Classrooms,” Theory Res. Soc. Educ., vol. 44, no. 1, pp. 104–140,
2016.
[25] T. Celikkaya, U. Basarmak, S. Filoglu, and B. Sahin, “Teacher–Parents Relations in the Efficiency of the Value Education,” Procedia - Soc. Behav. Sci., vol. 116, pp. 1106–1113, 2014.
[26] W. Veugelers, “Different Ways of Teaching Values,” Educ. Rev., vol. 52, no. 1, pp. 37–46, 2000.
[27] U. Sahin, “Values and Values Education As Perceived By Primary School Teacher Candidates,” Int. J. Progress. Educ., vol. 15, no. 3, pp. 74–90, 2019.
[28] 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.
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.
