美国在职和职前移民教师公民意识与实践探析

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2020-03-01 DOI:10.1386/ctl_00022_1

Yu-Han Hung, N. Perez

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引用次数: 0

摘要

本研究旨在探讨美国公立学校在职和职前教师对公民身份的概念、理解和实践。本研究采用案例研究设计，记录了美国中西部两名公立学校在职和职前教师作为移民如何在日常生活中概念化和实践公民身份。研究结果表明，社会孤立和公民脱离是影响其公民身份发展的主要因素。此外，研究结果表明，移民在职和职前教师在个人和专业层面上为公民身份采取的行动与非移民在职和在职教师不同。

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Exploration of immigrant in-service and pre-service teachers’ conception and practice of citizenship in the United States

This study is aimed at exploring public school in- and pre-service teachers’ conception, understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in- and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in- and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in- and pre-service teachers.

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.