Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education

Abstract Teachers serve as mediators of classroom experience and dialogue, and as individuals delivering curriculum. Their education-related beliefs influence how they teach. After reviewing literature in English and in German, this article examines teachers’ beliefs about the aims of citizenship education in Austria and Switzerland using the International Civic and Citizenship Education Study. Latent class analysis identifies distinct teacher profiles associated with teachers’ characteristics and with teaching-related practices. Teachers who emphasize knowledge acquisition utilize assessments in their classes more frequently; those who prioritize critical thinking and argumentation are comparatively more likely to use civically stimulating pedagogy.

• Publication year

  2021

• Venue

  Teaching and Teacher Education

• Publication date

  2021-02-01

• Fields of study

  Political Science, Education, Psychology

• Identifiers
  DOI 10.1016/j.tate.2020.103248
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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