Oeschger, T.P., Makarova, E. and Döring, A.K. 2022. Values in the school curriculum from teachers’ perspective: A mixed-methods study. International Journal of Education Research Open. 3 100190. https://doi.org/10.1016/j.ijedro.2022.100190
| Title | Values in the school curriculum from teachers’ perspective: A mixed-methods study |
|---|---|
| Type | Journal article |
| Authors | Oeschger, T.P., Makarova, E. and Döring, A.K. |
| Abstract | The transmission of human values plays a key role in the educational landscape around the world (Matthes, 2014; Beck, 1990; Halstead, 1996), and educational frameworks (c.f. OECD, 2019; Council of Europe, 2016) as well as national school curricula (c.f. National Curriculum, Ofsted, 2018; Lehrplan 21, D-EDK, 2016) are based on values that are considered important. However, empirical research into how values are structurally reflected in school curricula and how these values are perceived in the school environment by teachers is very limited. This mixed-methods study is the first of its kind to provide findings based on data from Switzerland, where a new comprehensive curriculum has recently been introduced. Schwartz's Theory of Basic Human Values (1992), the most widely researched values framework, serves as its conceptual framework. A Qualitative Content Analysis of the Swiss educational curriculum (Lehrplan 21, D-EDK, 2016) revealed a wealth of references to values, with a focus on values belonging to Schwartz’ higher order values Openness to Change (Basic values: Self-Direction and Stimulation), Conservation (Tradition, Conformity and Security) and Self-Transcendence (Benevolence and Universalism). On the other hand, values belonging to the higher order value of Self-Enhancement (Power and Achievement) did not play an important role in the investigated curriculum. In a complementary quantitative study, the value statements from the Swiss educational curriculum were embedded in a questionnaire, which 108 (102 female (94.4%), 6 male (5.6%)) primary school teachers completed with regard to how they perceive the value-oriented curricular contents in their school environment. Multidimensional Scaling revealed that teachers’ perception of value-oriented curricular contents in their school environment was structured alongside Schwartz's motivational continuum of values, with values of Openness to Change being opposed to values of Conservation, and values of Self-Transcendence being opposed to values of Self-Enhancement. |
| Article number | 100190 |
| Journal | International Journal of Education Research Open |
| Journal citation | 3 |
| ISSN | 0883-0355 |
| Year | 2022 |
| Publisher | Elsevier |
| Publisher's version | License CC BY-NC-ND 4.0 File Access Level Open (open metadata and files) |
| Digital Object Identifier (DOI) | https://doi.org/10.1016/j.ijedro.2022.100190 |
| Publication dates | |
| Published | 02 Aug 2022 |
| Project | The formation of children's values in primary school |
| Funder | Swiss National Science Foundation |
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