Fostering Critical Thinking about Citizenship Education in Particular Contexts: Notes from an Anglo-Turkish Student Teachers' Exchange Programme

Autor/inn/en	Busher, Hugh; Wilkins, Chris; Lawson, Tony
Titel	Fostering Critical Thinking about Citizenship Education in Particular Contexts: Notes from an Anglo-Turkish Student Teachers' Exchange Programme
Quelle	In: Research in Comparative and International Education, 7 (2012) 2, S.260-273 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.2.260
Schlagwörter	Student Teachers; Citizenship; Environmental Education; Citizenship Education; Focus Groups; Foreign Countries; Critical Thinking; Teacher Exchange Programs; Educational Finance; Teacher Attitudes; Questionnaires; Teaching Methods; Program Evaluation; Epistemology; Student Attitudes; Educational Practices; College Faculty; European Union; Turkey; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Staatsbürgerschaft; Umweltbildung; Umwelterziehung; Umweltpädagogik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Kritisches Denken; Bildungsfonds; Lehrerverhalten; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Erkenntnistheorie; Schülerverhalten; Bildungspraxis; Fakultät; Türkei
Abstract	Student teachers and staff from three universities in Turkey and from Leicester University, England took part in an exchange programme in Turkey and Britain in 2008-2009. Funding for this from the European Union (EU) and Turkey was in part related to Turkey's application for EU membership and currently contested discourses about the nature of citizenship, citizenship education and European identity. The views of participating student teachers' on these topics were collected before the exchange visits, during the preparation phase, by a questionnaire and during the exchange visits by focus groups. Staff reflections on the programme were gathered after it was completed. Students' understandings of citizenship, the education processes of the Other and their own definitions of appropriate pedagogy were challenged by their experiences during the exchange visits. They also questioned the construction of knowledge engendered by the programme choosing atypical school sites for their visits. Participating staff reflected critically on the impact of the programme on different institutional agendas. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10