Details
| Original language | English |
|---|---|
| Article number | 103248 |
| Journal | Teaching and teacher education |
| Volume | 98 |
| Early online date | 30 Nov 2020 |
| Publication status | Published - Feb 2021 |
Abstract
Teachers serve as mediators of classroom experience and dialogue, and as individuals delivering curriculum. Their education-related beliefs influence how they teach. After reviewing literature in English and in German, this article examines teachers’ beliefs about the aims of citizenship education in Austria and Switzerland using the International Civic and Citizenship Education Study. Latent class analysis identifies distinct teacher profiles associated with teachers’ characteristics and with teaching-related practices. Teachers who emphasize knowledge acquisition utilize assessments in their classes more frequently; those who prioritize critical thinking and argumentation are comparatively more likely to use civically stimulating pedagogy.
Keywords
- Citizenship education, Person-centered analysis, Political participation, Professional competence, Social studies methods, Teachers’ beliefs
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Teaching and teacher education, Vol. 98, 103248, 02.2021.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Educational beliefs matter for classroom instruction
T2 - A comparative analysis of teachers' beliefs about the aims of civic education
AU - Reichert, Frank
AU - Lange, Dirk
AU - Chow, Leo
N1 - Funding Information: This work was supported by a Spencer Postdoctoral Fellowship awarded to the first author by the National Academy of Education , Washington, DC, USA, and by a research grant from the Faculty of Education at the University of Hong Kong .
PY - 2021/2
Y1 - 2021/2
N2 - Teachers serve as mediators of classroom experience and dialogue, and as individuals delivering curriculum. Their education-related beliefs influence how they teach. After reviewing literature in English and in German, this article examines teachers’ beliefs about the aims of citizenship education in Austria and Switzerland using the International Civic and Citizenship Education Study. Latent class analysis identifies distinct teacher profiles associated with teachers’ characteristics and with teaching-related practices. Teachers who emphasize knowledge acquisition utilize assessments in their classes more frequently; those who prioritize critical thinking and argumentation are comparatively more likely to use civically stimulating pedagogy.
AB - Teachers serve as mediators of classroom experience and dialogue, and as individuals delivering curriculum. Their education-related beliefs influence how they teach. After reviewing literature in English and in German, this article examines teachers’ beliefs about the aims of citizenship education in Austria and Switzerland using the International Civic and Citizenship Education Study. Latent class analysis identifies distinct teacher profiles associated with teachers’ characteristics and with teaching-related practices. Teachers who emphasize knowledge acquisition utilize assessments in their classes more frequently; those who prioritize critical thinking and argumentation are comparatively more likely to use civically stimulating pedagogy.
KW - Citizenship education
KW - Person-centered analysis
KW - Political participation
KW - Professional competence
KW - Social studies methods
KW - Teachers’ beliefs
UR - http://www.scopus.com/inward/record.url?scp=85096991850&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2020.103248
DO - 10.1016/j.tate.2020.103248
M3 - Article
VL - 98
JO - Teaching and teacher education
JF - Teaching and teacher education
SN - 0742-051X
M1 - 103248
ER -