England presents an interesting and complex situation with regards to teacher education and democratic citizenship in relation to other European contexts. These challenges can be encapsulated in the debate over national identity in the midst of Brexit. This chapter will explore how and if fundamental British values accord with the Council of Europe's conceptual model of 20 competences for citizenship and democracy. Discussion of how and whether teacher education in England is able to encourage trainers and trainees to explore identity within the context of Brexit will also be explored. Teacher education in England has become increasingly fragmented and complex in recent years. The government's drive towards more school-centred teacher education and the removal of state schools from local authority control has left a situation where trainees can opt for a range of 'pathways' into school and college teaching. The debate here is whether investigation of citizenship, democracy and identity is in danger of being further marginalised by the pressure to get trainees 'classroom ready'. This chapter will adopt a philosophical approach to the literature, focussing on some key texts in the field to draw out implications for the main concepts and how they are interpreted.
This paper focuses citizenship education in Spain and Andalusia. We present a study where we show the main features of education for citizenship in Spain and analyze projects and programs offered by Andalusia's Consejería [Local Government Ministry] of Education to address the problem of coexistence. Specifically, the schools have various bodies and instruments including the Commission on Coexistence, the Coexistence Classroom, the Space of Peace School Project, the School Mediation Workshop, the Workshop on Reflection, etc. The concept of citizenship admits of different definitions adapted to the context and events. This research work shares the vision given by Pérez Luño (2002): Citizenship is defined as a concept belonging to a democratic society that grants the exercise of rights and implies the responsibility of duties. It is a concept closely related to the freedom and equality of the human being, free of impositions and submissions, and which aims to consider men and women as active and responsible actors in the social context. Taking an educational approach as a starting point, Karen O'Shea elaborates in 2003 a Glossary of terms for Education for Democratic Citizenship (O'Shea, 2003), taking as groundwork the reports, studies and programs developed by the Council of Europe about this topic. He highlights the double dimension (juridical and socio-cultural) of the term citizenship referring, on the one hand, to the personal status of an individual whose rights and duties are legally recognized and, on the other hand, to the role played by the individual. It means the values and rules of behavior with regard to other members belonging to the same community. To understand citizenship as a concept with a double dimension is to recognize the importance of its accomplishment, to highlight participation, and the necessity of looking for a way to grant peaceful coexistence fostering shared norms and values as well as the development of common awareness. Citizenship becomes not only a juridical status but also a way of life where it is necessary to share values and norms in order to cope with the common responsibilities of a social life. This final concept directly connects with the social and civic competence defined in European politics. Despite the differences, the common pillar of the social and civic competence is the education geared to the application of the social dimension of citizenship. This sort of education is currently in great demand. We are witnessing the increasing significance of education as a key aspect for the development of skills, abilities and attitudes granting a peaceful coexistence and the rights and duties of human beings. The so-called knowledge-based society demands individuals able to face continuous changes, take decisions without external influence of the means of communication, select information and be aware of the necessity to grant a peaceful coexistence and fight for equal rights. Consequently, citizenship education is understood as a current need born from the characteristics of our society, which emphasizes the requirement of active citizens, aware of their rights and responsible for their duties. Citizens capable of making their own decisions, with critical thinking, engaged in achieving the common good, defending and promoting democratic values, and willing to fight for equal opportunities as well as for the respect to diversity.
This chapter explores the complex historical, political and religious context that frame discussions around citizenship and democracy within education in Ireland, as an independent nation, and as a member of the European Union. What it means to be a citizen in Ireland will be explored.The focus is primarily on the Republic of Ireland, though issues that arise in Northern Ireland will also be covered. The chapter will focus on curriculum subject areas that touch on citizenship and democracy, past and present. The extent to which policy and practice can map onto the key concepts set out in the Council of Europe's framework of competences for democratic culture will be explored, with a specific focus on the extent to which teachers are trained to be able to teach these subjects. ; "Chapters from all Taylor & Francis books are eligible for green open access. Each individual author or contributor can also choose to upload one chapter from the 'Accepted Manuscript' (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter
Global Citizenship Education (GCE) is considered as the core purpose of education at all levels in this contemporary world by the global educational scholars. It is the education which focuses to generate empathetic world citizens with multiple coping skills, conducive to function instantly with the challenges and opportunities they encounter in the current world. This scenario demands innovations in teacher education to make the teachers competent in delivering such education to their students. This study intends to identify the relationship between global citizenship education and teacher education based on the literature review.
The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers' capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.
An introduction to School-University Partnerships - Innovation in Initial Teacher Education -- Working relationally to bridge the divide: An exploration of an Australian school–university professional experience partnership from the perspectives of five stakeholders -- Reimagining the school university partnership and the role of the school based Professional Experience Coordinator: A New South Wales case study -- A once in a lifetime opportunity to experience 21st century teacher education -- Sink or swim: A Common Induction Program for Pre-Service Teachers -- Partner Perspectives Matter: Lessons learnt when navigating continued pre-service teacher placements during disruption -- 'We're in it for the long haul': connection, generation and transformation through a school-university partnership -- Value of mentor professional learning through a digital micro-credential in a school-university partnership -- Perspectives from academia and school leadership boundary crossing roles in one Alliance school-university partnership -- Concluding thoughts and future considerations on innovation in school-university partnerships in initial teacher education.
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While policy documents often portray a 'maximal tone' about proposed government programmes this may not be the case at the specific points where these programmes are to be implemented. This article reports on a study on civics and citizenship education at one South African education institution. Through a critical analysis of policy documents, teacher education modules and high school textbooks, the study aimed at enhancing an understanding of the extent to which civics and citizenship education documents at the teacher education and high school levels reflect and respond to national policy directives. Findings from the study indicate that while in some areas there are positive links between policy recommendations and institutional documents on civics and citizenship education issues, in others there are some gaps between what policy documents say and what institutional documents say. The study recommends that, to empower the learner in attempts to resolve social, political and economic problems at the local, national and global levels through citizenship education, policy directives need to be reflected in documents used at institutional levels.
The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.
The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.
The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual's intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models.
