تصورات معلمي الدراسات الاجتماعية في محافظة مسقط حول مفهوم العيش المشترك و أهمية تربية الطلبة عليه

Abstract EN

Few studies have addressed the disclosure of teachers' perceptions of co-existence.

the current study aimed to reveal the perceptions of social studies teachers in Muscat province about co-existence, and its importance in general and for omani students in particular, and used the qualitative curriculum, and the sample included (13) teachers, selected in a deliberate sample manner of a total of 30 teachers who underwent a training program on co-existence.

the interviews were conducted individually.

the results of the qualitative analysis showed two main themes, the first about teachers' perceptions of coexistence, and the second on the importance of education for co-existence.

the first theme then branched out into (9) basic themes that included (accepting the other-the sovereignty of peace, security and stability tranquillity-the purpose of religions and wise-cultural diversity and integration with members of society regardless of color and gender, or doctrine-understanding and respect ing or understanding-accepting differences-rights and duties-citizenship-co-existence as rights and duties) and reached repeat (28) repeatedly, and the second theme branched out (7) themes of the repeatedly (peace, security, peaceful resolution of problems, protection from extremism and non-violence-education for dialogue, discussion, freedom of thought, freedom of opinion, constructive criticism, lack of bias in the idea of cultural diversity, understanding of different cultures, accepting others, justice, equality, respect for the rights of others, cooperation and collective action, instilling noble values, tolerance).

these findings have been discussed in the light of a number of recent studies on this aspect.

the study then made a number of recommendations on the concept of coexistence and its importance to teachers, and its importance in the light of its findings.