Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 103972 |
| Fachzeitschrift | Teaching and teacher education |
| Jahrgang | 122 |
| Frühes Online-Datum | 8 Dez. 2022 |
| Publikationsstatus | Veröffentlicht - Feb. 2023 |
Abstract
Teachers’ beliefs influence educational goals, teaching practices, and learning outcomes, and are thus of great importance for civics research. This comparative study used semi-structured interviews with 17 teachers in Hong Kong and Germany conducted in 2020 to examine teachers’ beliefs about digital citizenship and education in digital societies. The teachers acknowledged the positive influences of digitalization on information gathering and participation opportunities. They also highlighted the threat of manipulation and interference by antidemocratic actors but rarely reflected on the influences of digitalization on the citizenship concept. Teacher education should facilitate discourses about digital citizenship that go beyond traditional competence models.
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- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
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in: Teaching and teacher education, Jahrgang 122, 103972, 02.2023.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Digital citizenship education
T2 - Teachers’ perspectives and practices in Germany and Hong Kong
AU - Vajen, Bastian
AU - Kenner, Steve
AU - Reichert, Frank
N1 - Funding Information: This work was supported by a grant from the Germany/Hong Kong Joint Research Scheme sponsored by the Research Grants Council of Hong Kong and the German Academic Exchange Service of Germany (Ref. No. G-HKU706/19 ), and by the Faculty Research Fund of the Faculty of Education at The University of Hong Kong .
PY - 2023/2
Y1 - 2023/2
N2 - Teachers’ beliefs influence educational goals, teaching practices, and learning outcomes, and are thus of great importance for civics research. This comparative study used semi-structured interviews with 17 teachers in Hong Kong and Germany conducted in 2020 to examine teachers’ beliefs about digital citizenship and education in digital societies. The teachers acknowledged the positive influences of digitalization on information gathering and participation opportunities. They also highlighted the threat of manipulation and interference by antidemocratic actors but rarely reflected on the influences of digitalization on the citizenship concept. Teacher education should facilitate discourses about digital citizenship that go beyond traditional competence models.
AB - Teachers’ beliefs influence educational goals, teaching practices, and learning outcomes, and are thus of great importance for civics research. This comparative study used semi-structured interviews with 17 teachers in Hong Kong and Germany conducted in 2020 to examine teachers’ beliefs about digital citizenship and education in digital societies. The teachers acknowledged the positive influences of digitalization on information gathering and participation opportunities. They also highlighted the threat of manipulation and interference by antidemocratic actors but rarely reflected on the influences of digitalization on the citizenship concept. Teacher education should facilitate discourses about digital citizenship that go beyond traditional competence models.
KW - Citizenship education
KW - Civics
KW - Digital citizenship
KW - Digital competence
KW - Online participation
KW - Teachers' beliefs
UR - http://www.scopus.com/inward/record.url?scp=85145570817&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2022.103972
DO - 10.1016/j.tate.2022.103972
M3 - Article
AN - SCOPUS:85145570817
VL - 122
JO - Teaching and teacher education
JF - Teaching and teacher education
SN - 0742-051X
M1 - 103972
ER -