The Fostering democratic citizenship: a qualitative study of teaching techniques in lower cycle classrooms
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24544.046Abstract
This qualitative study investigates how students demonstrate behaviors of democratic citizenship through the application of various teaching techniques across different subjects in the classroom. It also explores students’ opinions about their overall experiences with teaching methods that promote participation and critical thinking within the context of democratic education. Data were collected through classroom observations and student interviews. Eight teachers (grades I–V) observed student behavior over a 10-day period, during which 32 distinct teaching techniques were implemented across various subjects and grade levels. Additionally, eight students (four from grade IV and four from grade V) participated in semi-structured interviews. Findings indicate that the use of diverse teaching techniques fostered behaviors consistent with democratic citizenship, including freedom of expression, mutual understanding, respect for others, responsibility for tasks, politeness, and tolerance. Interview responses further highlighted students’ collaborative practices, empathetic behavior, equal treatment of peers, ability to construct and defend opinions, and willingness to express themselves freely. This study emphasizes the importance of experiential learning in cultivating democratic values and suggests that intentional pedagogical strategies can play a critical role in early civic education.
Keywords: Civic Education. Teaching Techniques. Experiential Learning.
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