Koul Sahagian, Dzaghig Zohrab2024-07-032024-07-032021Koul Sahagian, D. Z.. (2021). Citizenship Education in Syrian Private Schools: Conceptions of Science and Language Teachers (SBS thesis, Haigazian University)https://doi.org/10.62811/th.0232https://haigrepository.haigazian.edu.lb/handle/123456789/277The aim of the study was to examine the conceptions of science and language teachers at Syrian private schools about citizenship education, and to explore their views regarding (a) the sources and the origin of their conceptions of citizenship education; (b) the representation of citizenship education in pedagogical planning and practices, and the challenges associated with this representation; and (c) the academic and professional support they need to enhance citizenship education in their schools. Previous studies suggest that context is particularly important in reviewing citizenship education, since the complex and contested nature of the concept of citizenship leads to a broad range of interpretations. Taking into consideration the particularities of the context of Syrian private schools, as well as the distinctive characteristics of science and language teachers as idiosyncratic individuals on one hand and as experts in their respective disciplines on the other, a qualitative multiple-case study was conducted using focus group interviews. Twenty-nine science and language teachers teaching different grade levels from five private schools participated in the study. The teachers in each school were categorized into focus groups based on the subjects that they teach as the following: (a) Languages (Armenian, Arabic, English); and (b) sciences (physics, biology, chemistry), and the teachers of each category of subjects deemed as one case. A total of 8 focus groups were formed. Data was collected through Teacher Profile Questionnaires, focus group interviews, and content review. The results revealed many similarities between the conceptions of science and language teachers. Moreover, the analysis of the teachers’ views from both cases indicated similar factors affecting their conceptualization of citizenship education, as well as very similar views regarding the challenges they face while they integrate citizenship education in their instructional plans and practices, and the support they need to enhance citizenship education in their schools. Few different themes have emerged regarding the instructional practices that the teachers implement to emphasize citizenship education in their classrooms. The overall analysis of the teachers’ conceptions and views revealed that the teachers are more inclined towards the minimal interpretations of citizenship education, promoting value transmission, and transmitting knowledge and fixed values such as discipline, obedience, hard work, integrity, respect and responsibility. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident as they used certain terminologies interchangeably, such as curriculum and textbook, and they could not provide thorough elaborations on some of their responses, especially concerning some teaching methods they use like cooperative learning. Based upon the gathered data and literature recommendations, implications for practice are suggested.