ABSTRACT

The longest internal conflict in Colombia was concluded in 2016, leading to the creation of Cátedra de la Paz, a peace and citizenship education course required for all schools and grade levels. However, teachers’ understanding of the course, their ways of implementation and the challenges they face remain unknown. This study examines teachers’ understanding of Cátedra de la Paz and the challenges they face when implementing it. Data were collected from 45 teachers using qualitative survey, followed by semi-structured interviews with 10 selected participants. Results showed that a) teachers have more integrated views of the course compared to the guideline provided by the Ministry of National Education, and b) teachers face several challenges implementing the course. Findings provide insights about context-oriented learning design for peace education and highlight the need for professional development and relevant support for teachers in a way that considers their understanding and implementation of peace education.

摘要

哥伦比亚最长的内部冲突于 2016 年结束，导致创建了Cátedra de la Paz，这是所有学校和年级都需要的和平与公民教育课程。然而，教师对课程的理解、他们的实施方式以及他们面临的挑战仍然未知。本研究考察教师对Cátedra de la Paz的理解以及他们在实施时面临的挑战。使用定性调查从 45 名教师收集数据，然后对 10 名选定的参与者进行半结构化访谈。结果表明，a) 与国家教育部提供的指导方针相比，教师对课程有更多的综合看法，b) 教师在实施课程时面临一些挑战。调查结果为和平教育的情境导向学习设计提供了见解，并强调了专业发展和对教师的相关支持的必要性，以考虑他们对和平教育的理解和实施。