Beyond personally responsible: A study of teacher conceptualizations of citizenship education

Abstract

This mixed methods study explores secondary teacher conceptualizations of citizenship education in one Midwestern state in the USA. First, the authors situate the study within the teacher belief and citizenship education literature. They then analyze statewide survey responses and interview transcripts that describe teacher beliefs and classroom goals and the degree to which teachers believe these goals are met. The authors advance the typology of personally responsible, participatory and justice-oriented citizenship aims by thickly describing the profiles of teachers within these paradigms. Finally, the authors address the implications of this typology for problematizing citizenship education within preservice and in-service professional development.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 100 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.