Following the end of a long-lasting armed conflict, Colombia created a peace and citizenship education course called Cátedra de la Paz, looking to promote a culture of peace in all schools in the country. However, teachers’ views about, practices in and responses to challenges of implementing the course remain unknown, as well as how they integrate data into their teaching practices. This study is focused on secondary school teachers’ understanding of Cátedra de la Paz, their instructional approaches and their views of the role of data in the course. To achieve this, 45 teachers participated in an online survey, from which 10 were selected for an interview. Findings show that teachers have complex views of the course, face several challenges to implement it and have a limited vision of data integration. These results highlight the need to provide context-oriented support that consider teachers way of understanding the course.
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Thesis advisor: Gebre, Engida
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