Linnie Koon Lin Wong, Defeng Qiu, Xiaoxue Kuang, Xingzhou Zhang, Xie Meng, John Chi-Kin Lee
Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling . The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.
{"title":"Relationships among teachers’ emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case","authors":"Linnie Koon Lin Wong, Defeng Qiu, Xiaoxue Kuang, Xingzhou Zhang, Xie Meng, John Chi-Kin Lee","doi":"10.1386/ctl_00136_1","DOIUrl":"https://doi.org/10.1386/ctl_00136_1","url":null,"abstract":"Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling . The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Linking the knowledge of related school subjects (history, civics and music), transdisciplinary didactics is one of the current trends in education. The aim of this article is to create an analytical-interpretive model for the didactic use of protest songs in social science education, supplemented by examples of learning tasks for pupils. The article describes the historical context of the events in Czechoslovakia in August 1968. The research focuses on the analysis and interpretation of the lyrics and music of selected protest songs to create a general analytical-interpretive model usable in school teaching of social sciences. The research into selected protest songs has found both similarities and differences in the motifs and symbols used, as well as in the overall character of the lyrics and melodies. The constructed analytical-interpretive model in connection with the didactic use of protest songs includes the level of motivation, analysis and interpretation, and creative and productive activities. The specific questions and tasks for pupils are applicable in school practice.
{"title":"Transdisciplinary reflections on the occupation of Czechoslovakia in 1968: Didactic use of the protest song in social science education","authors":"Denisa Labischová, Jiří Kusák","doi":"10.1386/ctl_00134_1","DOIUrl":"https://doi.org/10.1386/ctl_00134_1","url":null,"abstract":"Linking the knowledge of related school subjects (history, civics and music), transdisciplinary didactics is one of the current trends in education. The aim of this article is to create an analytical-interpretive model for the didactic use of protest songs in social science education, supplemented by examples of learning tasks for pupils. The article describes the historical context of the events in Czechoslovakia in August 1968. The research focuses on the analysis and interpretation of the lyrics and music of selected protest songs to create a general analytical-interpretive model usable in school teaching of social sciences. The research into selected protest songs has found both similarities and differences in the motifs and symbols used, as well as in the overall character of the lyrics and melodies. The constructed analytical-interpretive model in connection with the didactic use of protest songs includes the level of motivation, analysis and interpretation, and creative and productive activities. The specific questions and tasks for pupils are applicable in school practice.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135307163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education , Keith C. Barton And Li-Ching Ho (2022) Abingdon and New York: Routledge, 228 pp., ISBN 978-1-00301010-4, e-book, £35.09 ISBN 978-0-36744-503-4, p/bk, £38.99
{"title":"Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, Keith C. Barton And Li-Ching Ho (2022)","authors":"Jing Dang, Yeow-Tong Chia","doi":"10.1386/ctl_00135_5","DOIUrl":"https://doi.org/10.1386/ctl_00135_5","url":null,"abstract":"Review of: Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education , Keith C. Barton And Li-Ching Ho (2022) Abingdon and New York: Routledge, 228 pp., ISBN 978-1-00301010-4, e-book, £35.09 ISBN 978-0-36744-503-4, p/bk, £38.99","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes a teacher education course that attempts to raise pre-service English as a second language (ESL) teacher candidates’ awareness of undocumented students in US schools. Candidates completed a critical pre-reflection on the first day of class and a critical post-reflection on the last day of class. In the intervening period teacher candidates participated in guided reflective practice to help them process scholarly books, peer-reviewed articles, documentary film and first-person narratives regarding undocumented students and their families. The pre-data indicate most teacher candidates are unaware of undocumented students and the issues they face in school and society. The post-data suggest that encouraging teacher candidates to critically reflect on information regarding undocumented students has potential to make candidates more effective teachers of undocumented students.
{"title":"Pre-service ESL teachers and undocumented students in the United States","authors":"Gregory J. Cramer","doi":"10.1386/ctl_00129_1","DOIUrl":"https://doi.org/10.1386/ctl_00129_1","url":null,"abstract":"This article describes a teacher education course that attempts to raise pre-service English as a second language (ESL) teacher candidates’ awareness of undocumented students in US schools. Candidates completed a critical pre-reflection on the first day of class and a critical post-reflection on the last day of class. In the intervening period teacher candidates participated in guided reflective practice to help them process scholarly books, peer-reviewed articles, documentary film and first-person narratives regarding undocumented students and their families. The pre-data indicate most teacher candidates are unaware of undocumented students and the issues they face in school and society. The post-data suggest that encouraging teacher candidates to critically reflect on information regarding undocumented students has potential to make candidates more effective teachers of undocumented students.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135297824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Review of: Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions , Barbara Malak-Minkiewicz and Judith Torney-Purta (eds) (2021) Cham: IEA and Springer, 301 pp. ISBN 978-3-03071-101-6, p/bk, USD 59.99
《国际能源署公民和公民教育研究的影响:实践、政策和跨国家和地区的研究》，Barbara Malak-Minkiewicz和Judith Torney-Purta主编(2021)，Cham: IEA and Springer出版社，301页，ISBN 978-3-03071-101-6, p/bk, 59.99美元
{"title":"Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions, Barbara Malak-Minkiewicz and Judith Torney-Purta (eds) (2021)","authors":"Alan Sears","doi":"10.1386/ctl_00133_5","DOIUrl":"https://doi.org/10.1386/ctl_00133_5","url":null,"abstract":"Review of: Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions , Barbara Malak-Minkiewicz and Judith Torney-Purta (eds) (2021) Cham: IEA and Springer, 301 pp. ISBN 978-3-03071-101-6, p/bk, USD 59.99","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135298665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta’s three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relation to developing global citizenship competencies through an analysis of the curriculum policy. Our analysis shows that without a clear purpose for global citizenship in the curriculum policy, global understanding is consistently related to Australia as a nation state when represented at all, limiting learning opportunities to develop global thinking that supports a critical democratic discourse of global citizenship through the subjectification purpose of GCE. Instead, the K-6 geography curriculum is largely invested in socialization towards neo-liberal ends and a passing qualification function that prepares students to be ‘knowledgeable’ as they enter the world.
{"title":"Framing the global: Assessing the purpose of global citizenship education in primary geography","authors":"Bryan Smith, Jia Ying Neoh","doi":"10.1386/ctl_00128_1","DOIUrl":"https://doi.org/10.1386/ctl_00128_1","url":null,"abstract":"Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta’s three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relation to developing global citizenship competencies through an analysis of the curriculum policy. Our analysis shows that without a clear purpose for global citizenship in the curriculum policy, global understanding is consistently related to Australia as a nation state when represented at all, limiting learning opportunities to develop global thinking that supports a critical democratic discourse of global citizenship through the subjectification purpose of GCE. Instead, the K-6 geography curriculum is largely invested in socialization towards neo-liberal ends and a passing qualification function that prepares students to be ‘knowledgeable’ as they enter the world.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135299017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent decades, there has been growing pressure to prepare students for citizenship with an orientation to equality and participation. To engage students’ interest, it is generally recommended that teachers provide experiences of simulations, games and themed projects. There are, however, philosophical, legal, empirical and pedagogical justifications for basing citizenship education on experiential learning in which students actually perform as citizens, giving voice to their own concerns and taking appropriate action. A qualitative study introduced students in an Israeli elementary school to experiential learning of active citizenship – complete rounds of observing, thinking, doing and feeling – with the help of the model for Practising Participatory Citizenship (PPC). Students were encouraged to make suggestions for improving everyday life at school. With the guidance of PPC, small groups voiced their views, decided what needs were most urgent, planned changes and carried out their plans. Data show that the structure of PPC enabled students in groups with members of diverse ages to communicate respectfully, present reasoned arguments, take collaborative action and reflect on their accomplishments. Students acting as participating citizens were enthusiastic about the process and acquired sensitivity to the diversity of group members’ needs. There are indications that practising participation and voice throughout the years of schooling can ensure the internalization of a habitus that augers well for good citizenship in adulthood. Their teachers, however, found it difficult to stick to the role of facilitators. To enable potential facilitators to make the necessary adaptive change in their perspective, future implementations of PPC with school children could be preceded by facilitators’ intensive practice of participation and voice.
{"title":"Primary school children voicing their own concerns: Practising Participatory Citizenship as experiential learning","authors":"Devorah Kalekin-Fishman, Lea Hagoel","doi":"10.1386/ctl_00127_1","DOIUrl":"https://doi.org/10.1386/ctl_00127_1","url":null,"abstract":"In recent decades, there has been growing pressure to prepare students for citizenship with an orientation to equality and participation. To engage students’ interest, it is generally recommended that teachers provide experiences of simulations, games and themed projects. There are, however, philosophical, legal, empirical and pedagogical justifications for basing citizenship education on experiential learning in which students actually perform as citizens, giving voice to their own concerns and taking appropriate action. A qualitative study introduced students in an Israeli elementary school to experiential learning of active citizenship – complete rounds of observing, thinking, doing and feeling – with the help of the model for Practising Participatory Citizenship (PPC). Students were encouraged to make suggestions for improving everyday life at school. With the guidance of PPC, small groups voiced their views, decided what needs were most urgent, planned changes and carried out their plans. Data show that the structure of PPC enabled students in groups with members of diverse ages to communicate respectfully, present reasoned arguments, take collaborative action and reflect on their accomplishments. Students acting as participating citizens were enthusiastic about the process and acquired sensitivity to the diversity of group members’ needs. There are indications that practising participation and voice throughout the years of schooling can ensure the internalization of a habitus that augers well for good citizenship in adulthood. Their teachers, however, found it difficult to stick to the role of facilitators. To enable potential facilitators to make the necessary adaptive change in their perspective, future implementations of PPC with school children could be preceded by facilitators’ intensive practice of participation and voice.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135298805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What is the right way to design interethnic educational encounters to promote a shared society in Israel? The challenge of bridging groups who speak different languages is magnified in the Israeli case because of the national conflict and linguistic asymmetry. This article examines a possible solution, a partly bilingual massive open online course (MOOC), developed by the authors and designed to maintain a balanced emphasis on students’ ethnic group identities, along with openness towards the Other. In this qualitative research, we explored the participants’ experiences of the MOOC and whether it promoted cross-cultural understanding.
{"title":"Bilingual digital learning in teacher education: Bridge or barrier in the enhancement of shared society?","authors":"Orit Schwarz-Franco, Aryeh Ben-Haim, Najwan Saada","doi":"10.1386/ctl_00126_1","DOIUrl":"https://doi.org/10.1386/ctl_00126_1","url":null,"abstract":"What is the right way to design interethnic educational encounters to promote a shared society in Israel? The challenge of bridging groups who speak different languages is magnified in the Israeli case because of the national conflict and linguistic asymmetry. This article examines a possible solution, a partly bilingual massive open online course (MOOC), developed by the authors and designed to maintain a balanced emphasis on students’ ethnic group identities, along with openness towards the Other. In this qualitative research, we explored the participants’ experiences of the MOOC and whether it promoted cross-cultural understanding.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135255553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed-methods study examined the sense of belonging of Russian-speaking immigrant teachers, who immigrated to Israel in the 1990s from the Former Soviet Union (FSU). The study has two methodological parts. In the first part, 57 Russian-speaking teachers were compared to a national sample of Hebrew-speaking teachers on demographics and self-efficacy. In the second part, 34 of the 57 Russian-speaking teachers answered an acculturation questionnaire and two open-ended questions. The findings, both quantitative and qualitative, indicate positive integration of FSU immigrant teachers in Israel. Their feelings towards the school team and management were no different than those of other teachers. The teachers described a sense of belonging through shared care for students, shared content-related teamwork, friendships and school events. Differences were found in favour of veteran Israeli teachers in the percentage of homeroom teachers and managerial positions. Conclusions about migration and accommodation within the education system are discussed.
{"title":"Acculturation and integration over time: Russian-speaking teachers 30 years after the great immigration to Israel","authors":"Shahar Gindi, Rakefet Erlich Ron","doi":"10.1386/ctl_00131_1","DOIUrl":"https://doi.org/10.1386/ctl_00131_1","url":null,"abstract":"This mixed-methods study examined the sense of belonging of Russian-speaking immigrant teachers, who immigrated to Israel in the 1990s from the Former Soviet Union (FSU). The study has two methodological parts. In the first part, 57 Russian-speaking teachers were compared to a national sample of Hebrew-speaking teachers on demographics and self-efficacy. In the second part, 34 of the 57 Russian-speaking teachers answered an acculturation questionnaire and two open-ended questions. The findings, both quantitative and qualitative, indicate positive integration of FSU immigrant teachers in Israel. Their feelings towards the school team and management were no different than those of other teachers. The teachers described a sense of belonging through shared care for students, shared content-related teamwork, friendships and school events. Differences were found in favour of veteran Israeli teachers in the percentage of homeroom teachers and managerial positions. Conclusions about migration and accommodation within the education system are discussed.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135298786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article was to examine how gender and gender context affect students’ experiences of democracy in upper secondary school. The study was based on survey responses from about 1500 students. The students’ experiences of school democracy were operationalized as a collective deliberative communication among fellow students and teachers. Three different explanatory factors were considered: the significance of gender, gender context and the gendered content of the educational programmes. The results showed that a higher share of male students in a class is associated with poorer experiences of democracy. However, educational programmes with a traditional male content were proven favourable regarding school democracy. Since the gender context has one effect and the contents of the education programme affects in the opposite direction, the analytical separation of the variables was necessary to reveal the hidden equality problem of school democracy. Gender context does matter.
{"title":"Gender context matters: The hidden gender equality problem of school democracy","authors":"Johanna Jormfeldt","doi":"10.1386/ctl_00132_1","DOIUrl":"https://doi.org/10.1386/ctl_00132_1","url":null,"abstract":"The aim of this article was to examine how gender and gender context affect students’ experiences of democracy in upper secondary school. The study was based on survey responses from about 1500 students. The students’ experiences of school democracy were operationalized as a collective deliberative communication among fellow students and teachers. Three different explanatory factors were considered: the significance of gender, gender context and the gendered content of the educational programmes. The results showed that a higher share of male students in a class is associated with poorer experiences of democracy. However, educational programmes with a traditional male content were proven favourable regarding school democracy. Since the gender context has one effect and the contents of the education programme affects in the opposite direction, the analytical separation of the variables was necessary to reveal the hidden equality problem of school democracy. Gender context does matter.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135255555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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