UNVEILING THE TRANSFORMATIVE POTENTIAL OF TEACHER EDUCATION IN PROMOTING PEACEBUILDING: A PHENOMENOLOGICAL STUDY

Abstract

Recognizing the crucial role of teachers as catalysts for societal change, the study aimed to explore the lived experiences and perspectives of teachers engaged in peace-building initiatives within their educational contexts. Through a phenomenological lens, this research sought to uncover essence and meaning of these experiences to shed light on transformative power of teacher education in fostering peace with specific aims, to understand the essence and meaning of teacher educators' experiences in peace-building, focusing on their perceptions, beliefs, & values related to peace education. Using qualitative method, include in-depth interviews data, was collected through a purposive sample from five senior teacher educators who were actively involved in peace-building efforts. The findings of this research demonstrated the positive impact of teacher education in peacebuilding and preventing youth from extremist conduct and conflicts in educational institutions. By unveiling transformative potential of teacher education in promoting peacebuilding, this study inspires educational stakeholders to recognize and harness power of teachers in building peaceful and inclusive societies.