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Article: A cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis

TitleA cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis
Authors
Reichert, FTorney-Purta, J
KeywordsCitizenship education
Democracy
Person-centered analysis
Political participation
Social studies
Teachers’ beliefs
Issue Date2019
PublisherElsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate
Citation
Teaching and Teacher Education, 2019, v. 77, p. 112-125 How to Cite?
DOI: http://dx.doi.org/10.1016/j.tate.2018.09.005
AbstractThis article examines teachers’ beliefs about the aims of citizenship education in 12 countries from Europe and Asia. A latent class analysis of the International Civic and Citizenship Education Study of 2009 identified three distinct profiles of teachers’ beliefs about the goals of citizenship education. These profiles are associated with teachers’ characteristics and with national indicators of democratic development. Profiles can be more useful than single beliefs in understanding how teaching contributes to students’ civic development. Teachers across countries thought it far more important to foster students’ participation in the school or local community than to foster future political participation. © 2018 The Authors
Persistent Identifierhttp://hdl.handle.net/10722/263275
ISSN
0742-051X
2023 Impact Factor: 4.0
2023 SCImago Journal Rankings: 1.663
ISI Accession Number ID
WOS:000454973000011

 

DC FieldValueLanguage
dc.contributor.authorReichert, F-
dc.contributor.authorTorney-Purta, J-
dc.date.accessioned2018-10-22T07:36:17Z-
dc.date.available2018-10-22T07:36:17Z-
dc.date.issued2019-
dc.identifier.citationTeaching and Teacher Education, 2019, v. 77, p. 112-125-
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10722/263275-
dc.description.abstractThis article examines teachers’ beliefs about the aims of citizenship education in 12 countries from Europe and Asia. A latent class analysis of the International Civic and Citizenship Education Study of 2009 identified three distinct profiles of teachers’ beliefs about the goals of citizenship education. These profiles are associated with teachers’ characteristics and with national indicators of democratic development. Profiles can be more useful than single beliefs in understanding how teaching contributes to students’ civic development. Teachers across countries thought it far more important to foster students’ participation in the school or local community than to foster future political participation. © 2018 The Authors-
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.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectCitizenship education-
dc.subjectDemocracy-
dc.subjectPerson-centered analysis-
dc.subjectPolitical participation-
dc.subjectSocial studies-
dc.subjectTeachers’ beliefs-
dc.titleA cross-national comparison of teachers' beliefs about the aims of civic education in 12 countries: A person-centered analysis-
dc.typeArticle-
dc.identifier.emailReichert, F: reichert@hku.hk-
dc.identifier.authorityReichert, F=rp02467-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1016/j.tate.2018.09.005-
dc.identifier.scopuseid_2-s2.0-85054198101-
dc.identifier.hkuros295655-
dc.identifier.volume77-
dc.identifier.spage112-
dc.identifier.epage125-
dc.identifier.isiWOS:000454973000011-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0742-051X-

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