Loading...
2 results
Search Results
Now showing 1 - 2 of 2
- Citizenship Education and teacher training: Implications for teaching practicePublication . Cardoso, Ana Paula; Costa, Ana Sofia; Rocha, João; Ferreira, Manuela; Campos, SofiaCitizenship Education is one of the main challenges faced in educating children and young people in societies undergoing a rapid process of globalization in this decade, and it requires that teachers marshal particular knowledge and skills. Although this is a subject area that is part of the curriculum, it is often undervalued in teaching practice in the 1st cycle of basic education (CEB) [years 1 - 4]. It is, therefore, important to know the degree to which teachers are prepared to address citizenship issues, the relevance they attach to initial and ongoing training in this area, as well as the topics and/or content they would like to see addressed in their ongoing training, with a view to developing competencies related to citizenship in schools. To achieve these objectives, a descriptive cross-sectional study was conducted using a questionnaire survey as an instrument for data collection. The study covered a non-probabilistic sample of 91 mostly female 1st CEB teachers in the municipality of Viseu (Portugal), aged between 35 and 64 years. Regarding the results obtained, the overwhelming majority of teachers never attended training courses related to citizenship education, recognizing that there are aspects of their work that could be improved through attending such course, addressing issues related to teachers’ didactic knowledge and conflict management in the classroom. The suggestions made by the teachers to promote meaningful learning in this area are an important contribution of this research, highlighting the focus on training (teachers and parents/guardians) and in fostering initiatives that promote the involvement of the educational community and other stakeholders in a cooperative and/or collaborative framework. This study aims to raise the scientific community’s awareness of the importance of ongoing training in improvements and innovations in teaching in terms of citizenship education. In particular, the data presented enable policy makers, management bodies and teachers to reflect on the importance and implications that ongoing training has or may have on teaching practice for schools to be able to respond to the changing demands of today’s society.
- Citizenship education and pedagogical practices of the teacher of the 1st cycle of basic educationPublication . Costa, Ana Sofia; Cardoso, Ana Paula; Rocha, JoãoCitizenship Education is being increasingly debated, due to social changes that are rapidly occurring. Nowadays, the school must take on new challenges that should be reflected in teachers’ pedagogical practices. This is where school gains prominence as a main agent in the formation of active citizens, capable of contributing to the development and well-being of the society in which they live, by educating them for citizenship. Therefore, the present investigation aimed to understand if Citizenship Education is a disciplinary area valued by teachers in the 1st Cycle of Basic Education (CEB) [years 1-4] in the classroom, based in their perspectives. For this, we tried to verify how often Citizenship Education is addressed, in the classroom; to know the importance attributed to this subject in the various areas of student training; to identify those responsible for selecting the content covered in Citizenship Education; and to analyse the thematic areas of Citizenship Education more and less worked on in the classroom. To this end, we carried out a descriptive research using a questionnaire sent to a non-probabilistic sample of ninety-one 1st CEB teachers working in the municipality of Viseu (Portugal). The data showed that teachers attribute relevance to Citizenship Education teaching in various areas of educational action, and approach it quite frequently in their teaching practice. It was also observed that content selection responsibility rests mainly over teachers and students, and that there are thematic areas of Citizenship little addressed, such as the European Dimension of Education, or the of Education for Entrepreneurship. Considering that school is a privileged space for citizenship development, it is required that teachers guide their pedagogical practices towards themes on which it is necessary to reflect, in order to promote the development of social skills from a very early age.