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Tacit Assumptions of Citizenship Education: A Case Study in Spanish Initial Teacher Education

Abstract: Abstract: Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

 Autoría: Estelles, M., Romero, J.

 Fuente: Education, Citizenship and Social Justice 2019, Vol. 14(2) 131-148

Editorial: Sage

 Año de publicación: 2019

Nº de páginas: 18

Tipo de publicación: Artículo de Revista

 DOI: 10.1177/1746197918771336

ISSN: 1746-1979,1746-1987

Url de la publicación: https://doi.org/10.1177/1746197918771336