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The Consensus on Citizenship Education Purposes in Teacher Education

Author

Listed:
  • Marta Estellés

    (Faculty of Education and Social Work, The University of Auckland, Private Bag 92601 Symonds St, Auckland 1150, New Zealand)

  • Francisco José Amo

    (Faculty of Nursing, The University of Cantabria, 39008 Santander, Spain)

  • Jesús Romero

    (Faculty of Education, The University of Cantabria, 39005 Santander, Spain)

Abstract

Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a result of (preservice) teachers’ political worldviews or lack of civic experiences. Other evidence, however, suggests that teacher socialization processes generate conventions about what is necessary, possible, and reasonable in CE that go beyond teachers’ political views and behaviors. This mixed-method study, developed at a Spanish university, aims to explore the understandings of CE shared by preservice teachers with different political ideologies and levels of civic engagement. The findings of this study have deep implications for teacher education courses aimed at fostering CE and the curricular inclusion of current social issues.

Suggested Citation

  • Marta Estellés & Francisco José Amo & Jesús Romero, 2021. "The Consensus on Citizenship Education Purposes in Teacher Education," Social Sciences, MDPI, vol. 10(5), pages 1-19, May.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:5:p:164-:d:549867
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    References listed on IDEAS

    as
    1. Roger A. Hart, 1992. "Children's Participation: From tokenism to citizenship," Papers inness92/6, Innocenti Essay.
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