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- Publisher Website: 10.1016/j.tate.2020.103248
- Scopus: eid_2-s2.0-85096991850
- WOS: WOS:000602813000011
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Article: Educational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education
Title | Educational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education |
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Authors | |
Keywords | Citizenship education Person-centered analysis Political participation Professional competence Social studies methods |
Issue Date | 2021 |
Publisher | Elsevier 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? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/294708 |
ISSN | 2023 Impact Factor: 4.0 2023 SCImago Journal Rankings: 1.663 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Reichert, F | - |
dc.contributor.author | Lange, D | - |
dc.contributor.author | Chow, L | - |
dc.date.accessioned | 2020-12-08T07:40:44Z | - |
dc.date.available | 2020-12-08T07:40:44Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Teaching and Teacher Education, 2021, v. 98, p. article no. 103248 | - |
dc.identifier.issn | 0742-051X | - |
dc.identifier.uri | http://hdl.handle.net/10722/294708 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate | - |
dc.relation.ispartof | Teaching and Teacher Education | - |
dc.subject | Citizenship education | - |
dc.subject | Person-centered analysis | - |
dc.subject | Political participation | - |
dc.subject | Professional competence | - |
dc.subject | Social studies methods | - |
dc.title | Educational Beliefs Matter for Classroom Instruction: A Comparative Analysis of Teachers’ Beliefs about the Aims of Civic Education | - |
dc.type | Article | - |
dc.identifier.email | Reichert, F: reichert@hku.hk | - |
dc.identifier.authority | Reichert, F=rp02467 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.tate.2020.103248 | - |
dc.identifier.scopus | eid_2-s2.0-85096991850 | - |
dc.identifier.hkuros | 320476 | - |
dc.identifier.volume | 98 | - |
dc.identifier.spage | article no. 103248 | - |
dc.identifier.epage | article no. 103248 | - |
dc.identifier.isi | WOS:000602813000011 | - |
dc.publisher.place | United Kingdom | - |