Bringing Democratic Theory into Didactical Practice. Concepts of Education for Democracy among Norwegian Pre-Service Teachers

Autor/in	Eriksen, Kristin Gregers
Titel	Bringing Democratic Theory into Didactical Practice. Concepts of Education for Democracy among Norwegian Pre-Service Teachers
Quelle	In: Interchange: A Quarterly Review of Education, 49 (2018) 3, S.393-409 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eriksen, Kristin Gregers)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-018-9332-7
Schlagwörter	Democracy; Preservice Teachers; Foreign Countries; Social Studies; Student Attitudes; Elections; Voting; Civil Rights; Governance; Citizen Participation; Teaching Methods; Political Science; Norway + Suchen Sie Ihr Suchwort? Demokratie; Ausland; Gemeinschaftskunde; Schülerverhalten; Election; Wahl; Abstimmung; Bürgerrechte; Grundrechte; Zivilrecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Teaching method; Lehrmethode; Unterrichtsmethode; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Norwegen
Abstract	Democracy is highlighted in the Norwegian school system. This article investigates how pre-service teachers in social studies understand the more theoretical concept of democracy, and in what ways they intend to operationalize it with future pupils. Three ideal types are used to locate perspectives in the data: pure liberalist, majority rule and deliberative models of democracy. The findings indicate that perceptions of democracy in the sample are most commonly associated with core aspects of liberal democracy through a general focus on elections and voting, majority rule and individual civil liberties. A striking finding is the highly apparent internalization of participation as a norm and ideal in itself. However, ideas of contents and didactical implications of participation varies among respondents. As many also display a seemingly restricted interpretation of the political sphere, this might imply a thin understanding of democratic participation. The article further points out that translating concepts from political science into pedagogical notions is not a straightforward endeavor. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01