A Multi-Dimensional Exploration of Teachers' Beliefs About Civic Education in Australia, England, and the United States

Kevin Chin ^[1] ; Carolyn E. Barber ^[2]
1. [1] Fordham University
  
  Fordham University
  
  Estados Unidos
2. [2] University of Missouri–Kansas City
  
  University of Missouri–Kansas City
  
  Township of Kaw, Estados Unidos
Localización: Theory and research in social education, ISSN 0093-3104, Vol. 38, Nº 3, 2010, págs. 395-427
Idioma: inglés
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Resumen
- Teachers' beliefs influence their behaviors in classrooms and their organization of classes, each of which can greatly impact student learning. This study focuses on four categories of teachers' beliefs-beliefs about subject, about learners and learning, about teaching, and about self-efficacy-and their potential to shape civic education. More specifically, this study takes a comparative approach in examining how national policies in Australia, England, and the United States might influence educational beliefs. Analyses of data from the IEA Civic Education Study reveal that teachers from these countries generally hold beliefs that:
  
  (a) engagement-based civic activities are necessary components of citizenship, (b) students should learn about engagement, (c) civic education is valuable, and (d) they are confident in presenting these topics. Differences among countries exist in many areas, most notably in teachers' views of activist-oriented citizenship and in the importance of national loyalty. Interrelations among these beliefs are also examined.