Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices

Reichert, Frank; Torney‐Purta, Judith; Liang, Weihong

doi:10.1080/00933104.2020.1795764

Cited by 13 publications

(4 citation statements)

References 48 publications

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“…The idea was that it could be important to explore whether teachers' opinions on CCE were related to their out-of-school experiences with social and political participation. An analysis of this data from twelve countries indicates that teachers' participation in organizations outside the classroom is associated with some of their decisions about pedagogy (Reichert et al 2020). Being active in out-of-school political, social, and community activities appears to enable teachers to connect abstract civic principles with real life examples relevant to their students.…”

Section: Discussionmentioning

confidence: 99%

Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies

Losito

Agrusti

Damiani

2021

Influences of the IEA Civic and Citizenship Education Studies

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IEA surveys traditionally include a teacher questionnaire among the contextual questionnaires aiming at collecting data on school factors that could be associated with students' cognitive outcomes. This chapter discusses how data collected from teachers has played a role in IEA studies on civic and citizenship education from the Six Subjects Survey to the Civic Education Study (CIVED) 1999 and the International Civic and Citizenship Education Study (ICCS) 2009 and 2016. Elements of continuity and discontinuity are identified over time in relation to the content and the structure of the teacher questionnaires adopted in each survey, looking at the conceptions of civic and citizenship education that informed the instruments' development and at the changes that occurred over time in the delivering of civic and citizenship education at school. The use of data collected through the teacher questionnaire in IEA international reports as well as in secondary analyses is presented. A substantial increase in informative secondary analyses using teacher data has been registered in the last years, confirming the importance of the teacher questionnaire despite the difficulties in finding direct strong associations between teacher data and students' outcomes. Civic and citizenship education is one of the school education areas most characterized by gaps between principles and official regulations, between intended and implemented curricula, and between theory (or ideals) and practices. The information gathered through the teacher questionnaire is of great relevance for a better understanding of the characteristics of the schools as learning environments and provides policymakers and researchers with data from the perspective of teachers on the democratic experience students actually have at school.

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Section: Discussionmentioning

confidence: 99%

Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies

Losito

Agrusti

Damiani

2021

Influences of the IEA Civic and Citizenship Education Studies

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“…To considerate students' voice (4) teachers have to create a climate in which students are allowed to be co-constructors of citizenship knowledge and values and involve them in decision making (Knowles & McCafferty-Wright, 2015;Schuitema et al, 2007). Teachers can present meaningful learning contexts to students (5) by providing content that is challenging but also attainable and is relevant in their direct environment, but also by letting them share their own citizenship experiences (Lenzi et al, 2014;Reichert et al, 2020;Schuitema et al, 2007). Lastly, teachers have to give explicit place to controversial issues and dilemmas in the classroom (6) and make students aware of their existence and discuss them overtly (Eidhof et al, 2017;Ho et al, 2017;Oulton et al, 2004).…”

Section: Social Citizenship Competencesmentioning

confidence: 99%

“…Gaining insight into the development of social citizenship competences is of major importance to diverse societies in which people with divergent opinions, values, perspectives, and cultures coexist (Geijsel et al, 2012;Kennedy, 2019;Rios & Markus, 2011). In recent years, we have witnessed a rise in the attention given to the role of the school in fostering students' citizenship competences (e.g., Coopmans et al, 2020;Knowles et al, 2018;Reichert et al, 2020). However, previous research have largely focused on secondary education.…”

Section: Introductionmentioning

confidence: 99%

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

Schaepmeester

Braak

Aesaert

2022

Theory & Research in Social Education

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This study aims to explore the interrelatedness of socio-ethnic classroom diversity, teachers' citizenship beliefs, teacher practices to create a citizenship-fostering classroom climate, and their relationship with social citizenship competences of primary school students in Flanders. Data was gathered from 686 sixth-grade primary school students in 44 classrooms, and their 44 teachers. To analyze the data, a multilevel path analysis was conducted for each of the social citizenship components (i.e., skills, knowledge, attitudes, reflections). Results indicate that ethnic classroom diversity is related to teachers' liberal-critical citizenship beliefs, which in turn are linked to their practices in creating a citizenship-fostering classroom climate. Regarding their role in fostering students' social citizenship competences, three significant relationships were found. First, more social classroom diversity was positively related to students' attitudes towards dealing with conflicts. Second, teachers' conservative citizenship beliefs negatively relate to students' reflections about acting in a socially responsible manner and dealing with differences. Finally, contrary to expectations, students from classrooms with teachers contributing more to a citizenship-fostering climate scored lower on knowledge about acting in a socially responsible manner and dealing with conflicts.

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“…Third, in addition to research focused on student perceptions, emerging research considers teachers' views of citizenship education, their beliefs, and their classroom practices (Reichert and Torney-Purta 2019;Reichert et al 2020). This research makes use of the teacher data provided by the ICCS studies, which is collected from samples of teachers of all subjects.…”

Section: Sandovalmentioning

confidence: 99%

The Contribution of the IEA Civic and Citizenship Education Studies to Educational Research and Policy in Europe

Isac

2021

Influences of the IEA Civic and Citizenship Education Studies

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The main objective of this chapter is to describe the contribution of the IEA civic and citizenship education studies-Civic Education Study (CIVED) and International Civic and Citizenship Education Study (ICCS)-to educational research and policy in the European context during the last 20 years. To this end, the chapter begins by briefly introducing the major education research and policy priority areas regarding civic and citizenship education in Europe and provides a brief account of the participation of European countries in the IEA studies. Then, the contribution of IEA civic and citizenship education studies is illustrated by highlighting research themes, topics, and findings of specific prominence and relevance in Europe that were enabled by such data. Finally, there is a reflection on potential avenues for further research as well as for increasing the impact of the IEA studies in the European context.

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Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices

Cited by 13 publications

References 48 publications

Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies

Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies

Social citizenship competences at the end of primary school: The role of socio-ethnic classroom diversity and teachers’ citizenship beliefs and practices in the classroom climate

The Contribution of the IEA Civic and Citizenship Education Studies to Educational Research and Policy in Europe

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