“我不认为现在的孩子觉得他们有很大的权力”:探索教师的公民承诺在一个国家在线写信项目

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-07-03 DOI:10.1177/00224871221105791

Emma C. Gargroetzi, Antero Garcia

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引用次数: 2

摘要

本研究通过教师公民承诺的视角，调查了教师参与全国在线青年公民信件写作项目的情况。根据参与《致下一任总统的信》2.0项目的教师的深入采访和调查数据，公民承诺通过公民信仰、学习目标、教学法规和地缘政治背景来阐述。由于普遍相信“青年的声音”，教师们通过教学活动制定了公民信件写作项目，包括（a）选题，（b）出版，（c）阅读其他青年的信件，（d）研究，（e）同伴对话，以及（f）信件项目之外的联系。虽然人们普遍认同不同的信念，但学习目标和行为的差异为学生带来了不同的学习机会。本研究通过对教师在学生公民学习中的作用的最低限度的研究，为指导公民教育领域的教师准备和持续的教师发展提供了新的见解。

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“I Don’t Think Kids Nowadays Feel Like They Have a Lot of Power”: Exploring Teacher Civic Commitments in a National Online Letter Writing Project

This study investigates teacher participation in a national online youth civic letter writing project through the lens of teacher civic commitments. Drawing on in-depth interviews and survey data from teachers who participated in the Letters to the Next President 2.0 project, civic commitments are articulated through civic beliefs, learning goals, instructional enactments, and geopolitical context. With a generic shared belief in “youth voice,” teachers enacted the civic letter writing project through instructional activities that included (a) choice of topic, (b) publication, (c) reading letters from other youth, (d) research, (e) peer dialogue, and (f) connections beyond the Letters project. While beliefs appeared widely shared, divergence in learning goals and enactments led to distinct learning opportunities for students. With minimal research exploring the role of teachers in student civics learning, this study provides new insights to guide teacher preparation and ongoing teacher development in the realm of civics education.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).