Education represents an important aspect in the development of the needed skills for a life of democratic citizens in diverse democratic societies. The teacher's role and competences become a crucial element in the development of children and their capacity to exercise citizenship in the most constructive way, preparing them to be democratic citizens, for their future world of work and for the development of their personality (Pestalozzi Programme of the Council of Europe, The Professional Image and Ethos of Teachers, 2014). The Council of Europe's Parliament adopted Resolution 1849 (October 3, 2008) recommended the promotion of a culture of democracy and human rights in schools through teacher education. The necessary teaching competences involved would include aspects as the ability to create learning environments beyond the classroom, allowing community to engage in partnerships and making learning more significant. Moreover, the Recommendation of the European Parliament and of the Council (2006/0962/EC) on the eight key competences for Lifelong learning stressed that the social and civic competences should be acquired by all students through schooling. How are teachers integrating cognitive, ethical and action-related competences in their practice as Citizenship educators? And how are the students experiencing this teaching? These are some of the questions that our research aims to answer. The research will combine quantitative and qualitative research, comparing perceptions of both teachers and students on Citizenship Competences in three European countries: Poland, Italy and Portugal. The sample of this research consists of primary and secondary school teachers and students. The sample consists of 219 Italian and 235 Portuguese teachers and 3572 Italian and 315 Portuguese students. In Poland the research is not yet completed. Statistical analyses of the results aim to show similarities and differences between teachers understanding of their teaching and students experiences in light of important aspects of citizenship education

Sandra Chistolini, Helena Pratas, & Elżbieta Wołodźko (2014). Teachers’ citizenship competences: a comparative research. In Innovative Practice and Research Trends in Identity, Citizenship and Education. Selected papers from the sixteenth Conference of the Children’s Identity and Citizenship in Europe Erasmus Academic Network (pp.113-121). LONDON : CICE Publ..

Teachers’ citizenship competences: a comparative research

CHISTOLINI, Sandra;
2014

Abstract

Education represents an important aspect in the development of the needed skills for a life of democratic citizens in diverse democratic societies. The teacher's role and competences become a crucial element in the development of children and their capacity to exercise citizenship in the most constructive way, preparing them to be democratic citizens, for their future world of work and for the development of their personality (Pestalozzi Programme of the Council of Europe, The Professional Image and Ethos of Teachers, 2014). The Council of Europe's Parliament adopted Resolution 1849 (October 3, 2008) recommended the promotion of a culture of democracy and human rights in schools through teacher education. The necessary teaching competences involved would include aspects as the ability to create learning environments beyond the classroom, allowing community to engage in partnerships and making learning more significant. Moreover, the Recommendation of the European Parliament and of the Council (2006/0962/EC) on the eight key competences for Lifelong learning stressed that the social and civic competences should be acquired by all students through schooling. How are teachers integrating cognitive, ethical and action-related competences in their practice as Citizenship educators? And how are the students experiencing this teaching? These are some of the questions that our research aims to answer. The research will combine quantitative and qualitative research, comparing perceptions of both teachers and students on Citizenship Competences in three European countries: Poland, Italy and Portugal. The sample of this research consists of primary and secondary school teachers and students. The sample consists of 219 Italian and 235 Portuguese teachers and 3572 Italian and 315 Portuguese students. In Poland the research is not yet completed. Statistical analyses of the results aim to show similarities and differences between teachers understanding of their teaching and students experiences in light of important aspects of citizenship education
978-1-907675-21-8
Sandra Chistolini, Helena Pratas, & Elżbieta Wołodźko (2014). Teachers’ citizenship competences: a comparative research. In Innovative Practice and Research Trends in Identity, Citizenship and Education. Selected papers from the sixteenth Conference of the Children’s Identity and Citizenship in Europe Erasmus Academic Network (pp.113-121). LONDON : CICE Publ..
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/184704
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