Teachers' conceptions of democracy in education in schools in challenging and favorable contexts
DOI:
https://doi.org/10.24310/ijne.14.2024.20507Keywords:
Democracy, Education, Teachers, Compulsory education, ConceptionsAbstract
It is increasingly necessary to advance towards a deeper understanding of teaching practices aimed at teaching for, in and from, democratic principles. For this reason, this research seeks to understand teachers' conceptions of democracy in education in Spain. To this end, a phenomenographic study was carried out with 58 Spanish teachers selected according to the level of education they teach (Primary and Secondary Education) and the ownership of the school (public and private-subsidized). The data collection technique was the phenomenographic interview. The results indicate the existence of three categories of conceptions of democracy in education: i) that which refers to the participation of the agents in the school and its functioning, ii) that which considers it as the sense of belonging and emancipation of the protagonists of the educational process and, iii) that which understands it as a social responsibility of the school and its protagonists. Understanding teachers' conceptions of democracy in education helps to move towards an education in democracy in which democratic values are taught and everyone has the opportunity to live together and participate in decision-making processes.
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