What Type of Citizen Am I? Examining the Development of Preservice Teachers' Civic Identities

Autor/inn/en	Enright, Esther A.; Toledo, William
Titel	What Type of Citizen Am I? Examining the Development of Preservice Teachers' Civic Identities
Quelle	In: Journal of Social Studies Education Research, 14 (2023) 1, S.83-109 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Teacher Education Programs; Self Concept; Citizenship Education; Place Based Education; Social Studies; Methods Courses; Student Attitudes; Teaching Methods; Social Problems; Knowledge Level; Correlation; Social Influences; Political Attitudes; Learning Theories; Elementary School Teachers; Professional Identity; Social Psychology; Theory of Mind; Classification; Minority Serving Institutions; Hispanic American Students; Student Characteristics + Suchen Sie Ihr Suchwort? Selbstkonzept; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; Wissensbasis; Korrelation; Sozialer Einfluss; Political attitude; Politische Einstellung; Learning theory; Lerntheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozialpsychologie; Classification system; Klassifikation; Klassifikationssystem; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This study advances our understanding of the role social studies methods courses can play in supporting pre-service teachers' development of their awareness of civic identities. Specifically, this study examines the use of interactive civic activities in developing preservice teachers' awareness of how their civic identities shape their social studies instruction. We analyzed data from preservice students' written memos, class activities, and conversations. Findings show that different instructional activities elicited differences in pre-service teachers' reported civic identities. Additionally, we found that identities were fluid relative to the issues presented, with students identifying with multiple identity types depending on their knowledge of and orientation to the social issues. Findings indicate that further research is needed to investigate a possible relationship between perceptions of civic identities and socio-political climates, exploring the intersection between place-based theories of learning and civic identity development in preservice teachers. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01