Journal of Social Science Education (JSSE - Universität Bielefeld)
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The Quality and Attitude of High School Teachers of Economics in Japan: An Explanation of Sample Data
Get PDFStudents’ economic literacy depends on the contents they learn in school as well as at home. It also depends on teachers’ ability to teach and explain economic concepts and principles in the way students can understand them. But, it is very doubtful whether all the high school teachers of civics who teach economics have excellent knowledge and good teaching skill in economics. Because the authors know that only a few civics teachers in Japan had studied economics as a major subject when they were undergraduate students.In order to prove these facts, the authors conducted a nationwide survey using a questionnaire concerning personal attributes, attitude toward economic issues, and thinking about economy and economics of high school teachers of civics in Japan in 2009. 1,574 samples were collected out of around 14,000 civics teachers from every prefecture in Japan, and their answers were turned into data set for analysis. These samples proved to have high external validity representing their population, and results of analysis may reveal the characteristics of Japanese high school teachers of civics teaching economics.Findings of our survey will help improve the quality of economic education in Japan, especially the quality and attitude of economics teachers in high school
Demokratien durch Empowerment? Die Kontroverse um das Projekt „Der Fall Kastanie“
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Class councils in Switzerland: Citizenship education in classroom communities?
Get PDFDemocracy depends on the participation of citizens. Citizenship education is taking place in classroom communities to prepare pupils for their role as citizens. Class councils are participatory forms of citizenship education guaranteeing the children’s right to form and express their views freely as written down in the Convention on the Rights of the Child. Theoretical deficiencies and empirical objections have been formulated against participation in the school setting. Despite widespread practices, empirical data about class councils in Switzerland barely exists. In our project we video-recorded fourteen class councils in secondary schools, we interviewed the teacher and four pupils of each class, and all the pupils filled in a standardized questionnaire. Class councils are very popular forms of education with pupils although the actual power to influence decisions by deliberation is doubted to some extent. Quantitative analysis of the video-recordings shows the wide range of forms of class councils that exist in respect to the talking time of the pupils. To express one’s own viewpoint and to understand the standpoint of other discussants, construct arguments and counterarguments, participate, and lead discussions are difficult tasks. Based on the empirical research the project describes three forms of class councils that favour the development of communicative competences as a part of citizenship education
The „social frameworks“ of teaching high school history: teaching as part of the modernization of Québec society
Get PDFThe teaching of academic subjects does not constitute an enclave within society; nor can it be reduced to the initial training teachers receive, training which is primarily psychoeducational, disciplinary, didactic, curricular and practical. Teachers do use justifications for their teaching that proceed from the disciplinary, didactic, curricular and even professional logics that predominate in their initial training, as well as "extra-professional" justifications that refer more broadly to a changing society and culture, to a vast movement modernizing Western societies with which the empowerment of the subject can be associated. History teachers get professional training that prepares them to teach. However, their teaching is, perhaps even more fundamentally, shaped by social frameworks that are external to that training, suggesting that how history is taught is heavily influenced by extra-academic social and cultural structures. Based on remarks from history teachers, we will see that how they justify what they teach relates directly to these structures
Taking into Account Knowledge Representations About the Crisis, Uncertainty and Risk in the Teaching Perspective: A Comparative Study of European Students in Economics Programmes
No full textDrawing on work conducted on the use of the analysis of social representations in a school context and on the management of relationships with knowledge about socially acute economic issues, a medium-term survey (2000 to 2009) was conducted in several European countries of students who were at the end of the cycle in their economics programmes at lycée, or secondary school. The study examined the students’ system of knowledge representations of “economic uncertainty and risk”. The aim was to identify scientific, academic and social elements of a possible representation in this domain. The analysis will focus on a comparison between Italian and French students; it will seek to identify constants and changes, to speculate on their causes and effects, and to suggest instructional strategies that may have an impact on potential obstacles and supports for academic and civic learning
Education for Democracy: A Paper Promise? The Democratic Deficit in Finnish Educational Culture
Get PDFThis article presents one way of changing the participatory culture of training teachers – the Critical Integrative Teacher Education (CITE) programme now being implemented at Jyväskylä University. For the last ten years the Finnish school system has been the centre of considerable international attention because of its success in PISA. The Finnish school, however, has two faces. In the shadow of those good learning outcomes there lurks a democratic deficit in school and a lack of school wellbeing amongst children. This article examines the nature of the Finnish school and teacher education from the perspective of democracy. If participatory culture in Finnish schools is restricted, then the same also applies to teacher education. The long tradition of education as well as the radical school democracy experiment in the early 1970s resulted in the neutralization of teacher education and the removal of politics and politicality. This led to a teacher education with the emphasis on didactics and psychology but with a social viewpoint conspicuous by its absence. Even though the system offers opportunities to implement even radically different training methods, there is little that is done differently
The Impact of Social Media on Globalization, Democratization and Participative Citizenship
Get PDFIt is crucial to increase the civic and political participation during the process of democratization and globalization. There are several effective ways of achieving it in our time. Social media and networking tools have been one of the most effective tools to direct political elections and social changes. In this study, researchers discuss how social media tools have been used in the process of democratization and globalization, where those initiatives were successful, how they affected civic and political participation, and what kinds of variables in social media are important and affect people\u27s attitudes and behaviors
Comparing Attitudes in the 1999 and 2009 IEA Civic and Citizenship Education Studies: Opportunities and Limitations Illustrated in Five Countries
Get PDFBoth the 1999 IEA Civic Education Study (CIVED) and the 2009 IEA International Civics and Citizenship Education Study (ICCS) sought to examine young people’s attitudes and behaviors as related to civic engagement in addition to their civic knowledge. Now that both studies are completed, questions can be asked about the extent to which the averages of outcomes across countries have stayed consistent or changed. The purpose of this article is to review the CIVED and ICCS studies to examine the potential for, and potential limitations to, such a comparison extending beyond the cognitive domain to some attitudinal and participatory outcomes. We compared guiding frameworks for each study, examined the similarities and differences among items in scales appearing in both studies, and provided a general discussion of the pitfalls of comparing IRT scales across cohorts. An item-level analysis explored whether young people’s average attitudes toward immigrants’ rights and institutional trust changed between 1999 and 2009 in five Nordic countries. Stability in support for immigrants’ rights and increasing trust are apparent in most countries, although exceptions to this pattern exist. Recommendations for secondary analysis of CIVED and ICCS are discussed
Creating Citizenship Communities
Get PDFThe project ‘Creating Citizenship Communities’ is funded by the Esmée Fairbairn Foundation and is being conducted by a partnership team from the Department of Education, University of York and the National Foundation for Educational Research. This article describes the project design and draws attention to issues emerging from data analysis. An indication is given of the actions to be taken with professionals and young people in light of the project findings. An argument is made for the need to co-ordinate work in schools by developing stronger liaison between citizenship education teachers and those responsible for whole school initiatives to promote community engagement; and helping teachers to build on young people’s existing knowledge and expertise in community matters to help them understand and act more effectively in societ
Geography and political skills: a case study in a school of education
Get PDFthis article is a case study based on the work of a group of students trained to teach. They build a lesson for 10-11-year-old pupils on geography and education for sustainable development aiming at linking civic and social skills to scientific geography. This example is changed in a case study by questioning a prevailing idea about relations between school knowledge and “…educations” (citizenship education, environmental education): disciplines such as geography are serving the development of citizenship skills in order to promote a critical education instead of a standard one. Beyond the questioning, this case study offers alternative ways based on philosophy, history and sociology of science to understand how pupils could become critical citizens. Theses ways focus on the hypothesis of a general skill often unseen though essential to any critical approach of world problems: what knowledge should be used when? Geographical knowledge then refers less to “knowing that”, than to scientific, collective and language practices, specific to the viewpoints built through scientific disciplines; among which, the building of space problems