Suchergebnisse

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities

This article illustrates how one university-based initial teacher education (ITE) course sought to develop links with civil society organisations to develop meaningful active citizenship education. The purpose of the project was to enhance citizenship education for ITE students preparing to become secondary school teachers. The article discusses recent developments in theorising teacher education 3.0 to ensure teachers are empowered to engage with a wide range of social and political challenges affecting young people and their communities. It then describes a small project that involved university staff and students in a local community organising project, bringing together a range of local community groups to work together for social justice. The article explores how student teachers working within that community organising group developed an increasingly politicised view of their role—as public sector workers in a politicised policy landscape; as potential agents for the promotion of democracy; and as political actors in their own right. The article concludes that these insights into practice illustrate the potential for a broader conception of teacher education, involving civil society partners beyond schools and universities.