Peace Education in Early Primary Schooling: Teachers' Perspectives and Selected Pedagogical Determinants

Agnieszka Głowala

doi:10.21697/fp.2025.2.6

Published: 2025-12-30

Vol. 15 No. 2 (2025)

Peace Education in Early Primary Schooling: Teachers' Perspectives and Selected Pedagogical Determinants

Agnieszka Głowala

Pedagogical Forum

Section: Topic

https://doi.org/10.21697/fp.2025.2.6

Abstract

Contemporary times, marked by a disturbed sense of security among individuals and both small and large social groups, have made raising children for peace a unique pedagogical challenge. The aim of this article is to contribute to the discussion on the role of educational determinants – particularly the role of the teacher – in shaping peaceful attitudes among early school education students. The author's reflection is based on her own research conducted among early school education teachers, focusing on the significance of specific factors related to the teacher’s work in the field of peace education. The factors assessed included internal variables concerning the teacher's cognitive, personality-related, and axiological predispositions, as well as elements related to their teaching and social engagement.

Keywords:

peace education, early primary education, teacher's role, student attitudes

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Głowala, A. (2025). Peace Education in Early Primary Schooling: Teachers’ Perspectives and Selected Pedagogical Determinants. Pedagogical Forum, 15(2). https://doi.org/10.21697/fp.2025.2.6

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