A PHENOMENOLOGICAL ANALYSIS OF SOCIAL STUDIES STUDENTS' LIVED EXPERIENCES TEACHERS: BUILDING CONCEPTS OF DEMOCRATIC CITIZENSHIP AND EDUCATION

Abstract

The purpose of the study was to explore how social studies teachers conceptualized democracy, developed ideas about democratic citizenship, and implemented their perspectives and experiences into teaching. The study used phenomenological approach of qualitative research design. 528 students and 50 teachers were selected using a convenient sampling method with data analysed by Moustakas’s transcendental approach. The participants conceptualized democracy as a political system, civic participation, and influence of government decision making. They developed ideas about democratic citizenship from multiple sources, such as family members, networking, citizenship projects, professional development training, political engagement, travel, and involvement in community services. Teachers implemented their perspectives utilizing experiential learning, incorporating student’s ideas into teaching methods, and employing technology. This emphasized the need to learn continuously, to reflect on their teaching practices, to use multiple resources, and to participate in professional networking. Other findings that emerged included the educator’s inadequate preparation of instructional strategies and student’s apathetic responses to learn about the democratic process. This study reveals the need for educators, teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential learning experiences, and improve social studies curricula to promote student engagement.