To Know Citizenship Is Not Enough: Investigating Teachers' Knowledge Gains and Intentions to Use New Knowledge

• In Event: Roundtable Session 45
  In Roundtable Session: Democratic Citizenship in Education Paper Discussion

Abstract

This study extended previous evaluation work on an established professional development workshop in social studies education, to investigate gains in teachers’ knowledge and their intentions to use that new knowledge in their future teaching. Workshop development applied place-based education (e.g., Gruenewald, 2003). This study applied a theory of reasoned action (e.g., Fishbein & Ajzen, 1975, 2010) with measures that were primarily seven-point, bipolar probability scales. Results show unexpected differences in knowledge gain and intention, as well as in the variation in scores. Results suggest several areas of potential curricular expansion, such as teaching diverse perspectives on the roles and responsibilities of citizenship in a democratic society, and imply the need for expansion of traditional modes of in-service professional development.

Authors

• Caroline R. Pryor, Southern Illinois University - Edwardsville

• Brandt W. Pryor, Educational Research Associates