Citizenship Teaching and Learning最新文献

Relationships among teachers’ emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case 香港德育教师情绪能力、情绪劳动策略与自我效能感的关系

Citizenship Teaching and Learning Pub Date : 2023-09-21 DOI: 10.1386/ctl_00136_1

Linnie Koon Lin Wong, Defeng Qiu, Xiaoxue Kuang, Xingzhou Zhang, Xie Meng, John Chi-Kin Lee

{"title":"Relationships among teachers’ emotional competences, emotional labour strategies and self-efficacy in moral and character education: A Hong Kong case","authors":"Linnie Koon Lin Wong, Defeng Qiu, Xiaoxue Kuang, Xingzhou Zhang, Xie Meng, John Chi-Kin Lee","doi":"10.1386/ctl_00136_1","DOIUrl":"https://doi.org/10.1386/ctl_00136_1","url":null,"abstract":"Teachers’ emotions and well-being are critical not only for their personal and professional development but also for facilitating holistic development of students. With increasing risks and uncertainties from sociopolitical changes and the global pandemic, teachers are facing tremendous stress which has affected their self-efficacy. This cross-sectional study of 1614 teachers from 50 primary schools in Hong Kong investigates how teachers’ perception of emotional competences and their emotional labour strategies relate to their self-efficacy in moral and character education via confirmatory factor analysis and structural equation modelling . The results reveal that both teachers’ emotional competences and teachers’ emotional labour strategies are positively associated with teachers’ self-efficacy in moral and character education. Understanding the relationships among emotional competences, emotional labour strategies and teachers' self-efficacy may be the first step in intervention implementation and effective policy development that could improve teachers’ self-efficacy in their provision of moral and character education.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transdisciplinary reflections on the occupation of Czechoslovakia in 1968: Didactic use of the protest song in social science education 对1968年占领捷克斯洛伐克的跨学科反思:在社会科学教育中对抗议歌曲的说教性使用

Citizenship Teaching and Learning Pub Date : 2023-09-16 DOI: 10.1386/ctl_00134_1

Denisa Labischová, Jiří Kusák

引用次数: 0

Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, Keith C. Barton And Li-Ching Ho (2022) 《正义与和谐课程:社会与公民教育中的思考、知识与行动》，巴顿、何丽清(2022)

Citizenship Teaching and Learning Pub Date : 2023-09-15 DOI: 10.1386/ctl_00135_5

Jing Dang, Yeow-Tong Chia

引用次数: 0

Pre-service ESL teachers and undocumented students in the United States 在职前ESL教师和在美国的无证学生

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00129_1

Gregory J. Cramer

引用次数: 0

Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions, Barbara Malak-Minkiewicz and Judith Torney-Purta (eds) (2021) 《国际能源署公民和公民教育研究的影响:跨国家和地区的实践、政策和研究》，芭芭拉·马拉克-明凯维奇和朱迪思·托尼-珀塔(编)(2021)

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00133_5

Alan Sears

引用次数: 1

Framing the global: Assessing the purpose of global citizenship education in primary geography 构建全球:小学地理中全球公民教育的目的评估

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00128_1

Bryan Smith, Jia Ying Neoh

{"title":"Framing the global: Assessing the purpose of global citizenship education in primary geography","authors":"Bryan Smith, Jia Ying Neoh","doi":"10.1386/ctl_00128_1","DOIUrl":"https://doi.org/10.1386/ctl_00128_1","url":null,"abstract":"Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta’s three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relation to developing global citizenship competencies through an analysis of the curriculum policy. Our analysis shows that without a clear purpose for global citizenship in the curriculum policy, global understanding is consistently related to Australia as a nation state when represented at all, limiting learning opportunities to develop global thinking that supports a critical democratic discourse of global citizenship through the subjectification purpose of GCE. Instead, the K-6 geography curriculum is largely invested in socialization towards neo-liberal ends and a passing qualification function that prepares students to be ‘knowledgeable’ as they enter the world.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135299017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Primary school children voicing their own concerns: Practising Participatory Citizenship as experiential learning 小学生表达自己的关切:实践参与性公民作为体验式学习

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00127_1

Devorah Kalekin-Fishman, Lea Hagoel

{"title":"Primary school children voicing their own concerns: Practising Participatory Citizenship as experiential learning","authors":"Devorah Kalekin-Fishman, Lea Hagoel","doi":"10.1386/ctl_00127_1","DOIUrl":"https://doi.org/10.1386/ctl_00127_1","url":null,"abstract":"In recent decades, there has been growing pressure to prepare students for citizenship with an orientation to equality and participation. To engage students’ interest, it is generally recommended that teachers provide experiences of simulations, games and themed projects. There are, however, philosophical, legal, empirical and pedagogical justifications for basing citizenship education on experiential learning in which students actually perform as citizens, giving voice to their own concerns and taking appropriate action. A qualitative study introduced students in an Israeli elementary school to experiential learning of active citizenship – complete rounds of observing, thinking, doing and feeling – with the help of the model for Practising Participatory Citizenship (PPC). Students were encouraged to make suggestions for improving everyday life at school. With the guidance of PPC, small groups voiced their views, decided what needs were most urgent, planned changes and carried out their plans. Data show that the structure of PPC enabled students in groups with members of diverse ages to communicate respectfully, present reasoned arguments, take collaborative action and reflect on their accomplishments. Students acting as participating citizens were enthusiastic about the process and acquired sensitivity to the diversity of group members’ needs. There are indications that practising participation and voice throughout the years of schooling can ensure the internalization of a habitus that augers well for good citizenship in adulthood. Their teachers, however, found it difficult to stick to the role of facilitators. To enable potential facilitators to make the necessary adaptive change in their perspective, future implementations of PPC with school children could be preceded by facilitators’ intensive practice of participation and voice.","PeriodicalId":38020,"journal":{"name":"Citizenship Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135298805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bilingual digital learning in teacher education: Bridge or barrier in the enhancement of shared society? 教师教育中的双语数字化学习:促进共享社会的桥梁还是障碍?

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00126_1

Orit Schwarz-Franco, Aryeh Ben-Haim, Najwan Saada

引用次数: 0

Acculturation and integration over time: Russian-speaking teachers 30 years after the great immigration to Israel 随着时间的推移，文化适应和融合:以色列大移民30年后讲俄语的教师

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00131_1

Shahar Gindi, Rakefet Erlich Ron

引用次数: 0

Gender context matters: The hidden gender equality problem of school democracy 性别语境至关重要:学校民主中隐藏的性别平等问题

Citizenship Teaching and Learning Pub Date : 2023-09-01 DOI: 10.1386/ctl_00132_1

Johanna Jormfeldt

引用次数: 0