[ تمثلات المدرسين عن المكون اليهودي في منهاج وكتب التاريخ بالسلك الإعدادي والثانوي بالمملكة المغربية ]
Volume 36, Issue 2, May 2022, Pages 629–644
Safae Jaddari1
1 PhD researcher, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco
Original language: Arabic
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The research aimed to identify the scale of teachers’ representations of the presence of the Jewish component in the curriculum and textbooks of history in the middle and secondary stages, using the descriptive survey method. To obtain the data, a questionnaire of two axes (representations of the presence of the Jewish component in the curriculum, and representations of the presence of the Jewish component in textbooks) was prepared. After verifying its validity and reliability, it was applied on 152 history and geography teachers in the two stages. The findings were as follows: The teachers’ representations of the presence of Moroccan Jewish component in the history curriculum and textbooks of the middle and secondary stages were overall low. At the level of the sub-themes, the representations of the presence of the Jewish component and cultural diversity in the history subject in the secondary school were low, with being very low within the textbook. There are statistically significant differences at the 0.05 level in the teachers' representations about the Jewish component in the curriculum and textbooks of history in the secondary school attributed to the variables of gender, years of seniority, academic qualification, and training before service, while there are no differences in representations according to the variables of specialization and level of teacher.
Author Keywords: representations, cultural diversity, Jews, Moroccan Jewish component, curriculum, textbook.
Volume 36, Issue 2, May 2022, Pages 629–644
Safae Jaddari1
1 PhD researcher, Faculty of Education Sciences, Mohammed V University, Rabat, Morocco
Original language: Arabic
Copyright © 2022 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The research aimed to identify the scale of teachers’ representations of the presence of the Jewish component in the curriculum and textbooks of history in the middle and secondary stages, using the descriptive survey method. To obtain the data, a questionnaire of two axes (representations of the presence of the Jewish component in the curriculum, and representations of the presence of the Jewish component in textbooks) was prepared. After verifying its validity and reliability, it was applied on 152 history and geography teachers in the two stages. The findings were as follows: The teachers’ representations of the presence of Moroccan Jewish component in the history curriculum and textbooks of the middle and secondary stages were overall low. At the level of the sub-themes, the representations of the presence of the Jewish component and cultural diversity in the history subject in the secondary school were low, with being very low within the textbook. There are statistically significant differences at the 0.05 level in the teachers' representations about the Jewish component in the curriculum and textbooks of history in the secondary school attributed to the variables of gender, years of seniority, academic qualification, and training before service, while there are no differences in representations according to the variables of specialization and level of teacher.
Author Keywords: representations, cultural diversity, Jews, Moroccan Jewish component, curriculum, textbook.
Abstract: (arabic)
يهدف البحث إلى معرفة تمثلات المدرسين للمكون اليهودي في المنهاج الدراسي، والكتب المدرسية، لمادة التاريخ بالمرحلتين الإعدادية والثانوية، من خلال استخدام المنهج الوصفي المسحي. وللحصول على البيانات، تم إعداد استبانة (استمارة)، مكونة من محورين (تمثلات حضور المكون اليهودي في المنهاج، وتمثلات حضور المكون اليهودي في الكتب المدرسية)، طُبقت، بعد التحقق من صدقها وثباتها، على عينة مكون من 152 مدرس(ة) لمادتي التاريخ والجغرافيا في المرحلتين الإعدادية والثانوية، وكانت النتائج كالآتي: بشكل عام، كانت تمثلات المدرسين للمكون اليهودي المغربي في المنهاج وكتب مادة التاريخ بالمرحلتين الإعدادية والثانوية ضعيفة، أما المحاور الفرعية، فكانت تمثلات المدرسين للمكون اليهودي والتعدد الثقافي في منهاج مادة التاريخ بالسلك الثانوي ضعيفة، وبدرجة ضعيفة جداً داخل الكتاب المدرسي. وبالتالي توجد فروق ذات دالة إحصائية عند مستوى دلالة (0.05) في مستوى تمثلات الأساتذة للمكون اليهودي في المنهاج، والكتب المدرسية، لمادة التاريخ بالسلك الثانوي، تعزى لمتغيرات الجنس، وسنوات الأقدمية، والمؤهل العلمي، والتكوين قبل الخدمة، بينما لا توجد فروق في التمثلات حسب متغيري التخصص، والمستوى الدراسي الذي يدرسه المدرس
Author Keywords: التمثلات، التنوع الثقافي، اليهود، المكون اليهودي المغربي، المنهاج، الكتاب المدرسي.
How to Cite this Article
Safae Jaddari, “Teachers’ Representations of the Jewish Component in the Curriculum and History Textbooks of the Middle and Secondary Stages in the Moroccan Kingdom,” International Journal of Innovation and Applied Studies, vol. 36, no. 2, pp. 629–644, May 2022.
