Teachers' organizational participation: Profiles in 12 countries and correlates in teaching-related practices

Interactions within classrooms contribute to adolescents' democratic civic development by providing resources fostering students' political understanding. Many teachers participate in social or political groups in their communities and more broadly. These out-of-school experiences inform t...

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Bibliographic Details
Published inTheory and research in social education Vol. 48; no. 4; pp. 552 - 582
Main Authors Reichert, Frank, Torney-Purta, Judith, Liang, Weihong
Format Journal Article
LanguageEnglish
Published Routledge 01.10.2020
Subjects
Citizen Participation
Citizenship Education
Civic education
civic engagement
constructivism
Foreign Countries
Group Membership
International Studies
Political Attitudes
political participation
political socialization
political understanding
Profiles
social studies teachers
Teacher Characteristics
Teacher Participation
Teaching Methods
South Korea
Czech Republic
Sweden
Hong Kong
United Kingdom (England)
Ireland
Taiwan
Finland
Poland
Denmark
Italy
Slovakia
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Summary:Interactions within classrooms contribute to adolescents' democratic civic development by providing resources fostering students' political understanding. Many teachers participate in social or political groups in their communities and more broadly. These out-of-school experiences inform their classroom practices and are contextualized by national situations. The role played by these experiences has received little attention from social studies researchers. The present analysis examined teachers' organizational participation and its association with classroom discourse and practices by utilizing large-scale data from 12 countries in Europe and Asia. A person-centered statistical approach identified four organizational participation profiles among teachers that were further examined in relation to classroom practices. Teachers who were active in a broad range of organizations were likely to provide more stimulating civic and political learning environments with potential to foster students' active construction of civic and political understanding. Contextual factors and implications for civic and citizenship education at school are discussed.
ISSN:0093-3104
2163-1654
DOI:10.1080/00933104.2020.1795764