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

• Frank Reichert ^[1] ; Judith Torney-Purta ^[2] ; Weihong Liang ^[3]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
  2. [2] University of Maryland, College Park

     University of Maryland, College Park

     Estados Unidos

     
  3. [3] Free University of Berlin

     Free University of Berlin

     Berlin, Stadt, Alemania

     

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• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 48, Vol. 4, 2020, págs. 552-582
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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