What Makes a School Culture Democratic? From the perspective of pre-service teachers
Abstract
This research aims to reveal how prospective teachers express democratic school culture. It is a descriptive study using a phenomenological design to examine preservice teachers' views on the characteristics of a democratic school, employing qualitative research techniques. In this context, the study aims to highlight learning opportunities about creating and maintaining democratic processes and reflectives related to its implementation. This study follows a qualitative research approach within a phenomenological model. The study group consists of 221 senior prospective teachers.A convenient sampling method, one of the purposeful sampling methods, was used. Descriptive analysis was used to analyze the data. The research concludes that the characteristics of prospective teachers regarding democratic school culture fall under the categories of (i) student, (ii) teacher, (iii) parent, (iv) school administration, and (v) learning environment. According to the findings, the most expressed characteristics were self expression respect for human rights, equality and participation. In schools with a democratic culture, there is a learning environment and management that respect human rights. It is seen that teachers treat everyone equally and that students can express themselves and participation.The importance of creating a participatory school culture that includes values, beliefs, and attitudes supporting democratic principles and institutions among citizens, as a requirement of democracy, is discussed.
Keywords
Pre-service teachers, democratic school, school culture, democratic practices, teacher education.
References
- Andersson, E. (2019). The school as a publics pace for democratic experiences: Formal student participation and its political characteristics. Education Citizenship and SocialJustice, 14(2), 149-164.
- Apple, M. W., & Beane, J. A. (1997). Democratic schools: Lessons from the chalkface. Open University.
- Bartlett, T., & Schugurensky, D. (2024). Inclusive civic education and school democracy through participatory budgeting. Education, Citizenship and Social Justice, 19(3), 362-380. https://doi.org/10.1177/17461979231160701
- Berman, S.H. (2011). Leading for social responsibility. In A. M. Blankstein & P. D. Houston (Eds.), Leadership for social justice and democracy in our schools (pp. 123-144). Corwin.
- Bernard, H. R. (2002). Researchmethods in anthropology: Qualitative and quantitative approaches (3rd ed.). Alta Mira Press.
- Biesta G (2011) Learning democracy in school andsociety: education, lifelong learning, and the politics of citizenship. Sense Publishers.
- Biesta, G. (2019). What kind of society does the school need? Redefining the democratic work of education in impatient times. Studies in Philosophy and Education, 38(6), 657-668.
- Bolmeier, E. C. (1995). 6 steps to pupil participation in democratic school control. The Clearing House, 69(2), 106-109. https://doi.org/10.1080/00098655.1995.10114288
- Bursalıoğlu, Z. (2000). Understanding management in education and analyzing the system. Pegem Publishing.
- Carlson, D. (2005). Hope without illusion: Telling the story of democratic educational renewal. International Journal of QualitativeStudies in Education, 18(1), 21-45.