Peace Education in Pakistan Studies Curriculum in Teacher Education in Pakistan
DOI:
https://doi.org/10.55737/trt/SG25.104Keywords:
Peace Education, Pakistan Studies Curriculum, Conceptual Content Thematic Analysis, Teacher Education, Higher Education Commission of PakistanAbstract
Every society develops its curriculum based on its educational philosophy. The researcher analyzed the content of the Pakistan Studies curriculum regarding peace education in teacher education at B.Ed. (Hons) Elementary 4 years. To achieve research objectives, a qualitative research design was employed. The approved curriculum by the Higher Education Commission of Pakistan in 2012 of Pakistan Studies for the 2nd semester was analyzed through a content thematic analysis process recommended by Cohen in 2018. An instrument for conceptual content thematic analysis was developed, containing 29 sub-themes in connection with the Castro and Galace Model of peace education. Experts' opinions were managed for instrument validity, while reliability was managed through the peer reliability process of experts. The curriculum containing themes regarding peace education was analyzed and subsequently elaborated. The findings reflected that peace education and its sub-themes were less focused, and concluded that some themes were missing in the curriculum. Therefore, recommended to revise the Pakistan Studies curriculum and give an equal portion to all sub-themes in the content of Pakistan Studies.
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