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

Frank Reichert · Judith V. Torney-Purta

104 citations0/0 files storedTeaching and Teacher Education

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Citizenship Education and Democracy Educator Training and Historical Pedagogy Global Education and Multiculturalism

Abstract

This 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.

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References

2007An Introduction to Latent Class Growth Analysis and Growth Mixture Modeling 2009Latent Class and Latent Transition Analysis: With Applications in the Social, Behavioral, and Health Sciences 2013Statistical Power to Detect the Correct Number of Classes in Latent Profile Analysis 2001Political Knowledge, Political Engagement, and Civic Education 2001Culture and pedagogy: international comparisons in primary education 2007Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals 2002Citizenship and education in twenty-eight countries: civic knowledge and engagement at age fourteen 2011Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?

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2022Civic Education, Teaching Quality and Students’ Willingness to Participate in Political and Civic Life: Political Interest and Knowledge as Mediators

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