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Article: Educational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education

TitleEducational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education
Authors
KeywordsCitizenship education
Person-centered analysis
Political participation
Professional competence
Social studies methods
Issue Date2021
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching and Teacher Education, 2021, v. 98, p. article no. 103248 How to Cite?
AbstractTeachers 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.
Persistent Identifierhttp://hdl.handle.net/10722/294708
ISSN
2019 Impact Factor: 2.686
2015 SCImago Journal Rankings: 1.836
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorReichert, F-
dc.contributor.authorLange, D-
dc.contributor.authorChow, L-
dc.date.accessioned2020-12-08T07:40:44Z-
dc.date.available2020-12-08T07:40:44Z-
dc.date.issued2021-
dc.identifier.citationTeaching and Teacher Education, 2021, v. 98, p. article no. 103248-
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10722/294708-
dc.description.abstractTeachers 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.-
dc.languageeng-
dc.publisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate-
dc.relation.ispartofTeaching and Teacher Education-
dc.subjectCitizenship education-
dc.subjectPerson-centered analysis-
dc.subjectPolitical participation-
dc.subjectProfessional competence-
dc.subjectSocial studies methods-
dc.titleEducational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education-
dc.typeArticle-
dc.identifier.emailReichert, F: reichert@hku.hk-
dc.identifier.authorityReichert, F=rp02467-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.tate.2020.103248-
dc.identifier.hkuros320476-
dc.identifier.volume98-
dc.identifier.spagearticle no. 103248-
dc.identifier.epagearticle no. 103248-
dc.identifier.isiWOS:000602813000011-
dc.publisher.placeUnited Kingdom-

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