The role of school culture in teacher professional development for peace education

The case of Sukma Bangsa School Pidie in post-conflict Aceh, Indonesia

Datos Bibliográficos

ID12876170
AutoresDody Wibowo (0000-0002-7004-512X, University of Otago, autor de correspondencia)
Año2021
Volumen19
Número2
Páginas182-204
Fecha de publicación2021-12-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Peace Education (JOURNAL)
Identificadores de la revistaISSN: 1740-0201 • E-ISSN: 1740-021X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2021.2015573
OpenAlexW4200017984
IdiomaEN
Citas recibidas7
Referencias citadas24

This paper explored the relations between the practice of school culture and teacher professional development for peace education. Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature. The findings suggest that SBS Pidie teachers who participated in this study perceived that their school leadership had developed a school culture and clarity of stance that was conducive to their learning for peace. The culture in this school is based on a clear stance of the school on peace, and the practices that contribute to teacher professional development are manifested in the school management and its environment, facilitation for learning, and relationships between teachers. The findings also suggest that in post-conflict areas, school culture needs to be able to assist teachers in overcoming their conflict-related trauma

CLARITY · Peace Education · Pedagogy · Professional development · School teachers · Sociology · Educational Curriculum and Learning Methods · Peace and Human Rights Education · Psychology · Values and Moral Education