Abstract
The School of Education at the University of New England incorporates civics and citizenship education in the Social Science Education curriculum. While it is assumed that after their studies pre-service teachers will have acquired knowledge and skills to teach this subject in schools little is known about their experiences on this programme at the institution. Yet often it is from this experience at the teacher training level that success in their teaching of the subject in schools can be realised.
This paper reports on a study of pre-service teachers’ experiences on this subject at the teacher and school education levels. Data collected through qualitative surveys indicate that while the majority is knowledgeable about citizenship issues they also describe what and how they learnt as ‘too theoretical, basic and superficial’. In schools participants find little attention being directed towards teaching citizenship education.
Participants made recommendations that could benefit both teacher education and schools on this subject.
This paper reports on a study of pre-service teachers’ experiences on this subject at the teacher and school education levels. Data collected through qualitative surveys indicate that while the majority is knowledgeable about citizenship issues they also describe what and how they learnt as ‘too theoretical, basic and superficial’. In schools participants find little attention being directed towards teaching citizenship education.
Participants made recommendations that could benefit both teacher education and schools on this subject.
| Original language | English |
|---|---|
| Pages (from-to) | 75-97 |
| Number of pages | 24 |
| Journal | Education in the North |
| Volume | 23 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Dec 2016 |
Keywords
- Civics education
- citizenship education
- pre-service teachers
- social sciences education
- on-line/off-campus
- community involvement