Educational beliefs matter for classroom instruction: A comparative analysis of teachers’ beliefs about the aims of civic education

• Published in: Teaching and teacher education 2021-02, Vol.98, p.103248, Article 103248
• Main Authors: Reichert, Frank, Lange, Dirk, Chow, Leo
• Format: Article
• Language: English
• Subjects: Citizenship education; Person-centered analysis; Political participation; Professional competence; Social studies methods; Teachers’ beliefs
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2020.103248

Teachers serve as mediators of classroom experience and dialogue, and as individuals delivering curriculum. Their education-related beliefs influence how they teach. After reviewing literature in English and in German, this article examines teachers’ beliefs about the aims of citizenship education in Austria and Switzerland using the International Civic and Citizenship Education Study. Latent class analysis identifies distinct teacher profiles associated with teachers’ characteristics and with teaching-related practices. Teachers who emphasize knowledge acquisition utilize assessments in their classes more frequently; those who prioritize critical thinking and argumentation are comparatively more likely to use civically stimulating pedagogy. •We identified three profiles of teacher beliefs about the aims of civic education.•Many teachers stressed conflict resolution, critical thinking, and the environment.•Joint emphasis on cognitive skills and participation correlates with civic pedagogy.•Swiss teachers who stress knowledge transmission frequently adopt assessments.•Research should scrutinize the benefit of civic education as mere teaching principle.