U.S. Preservice Teachers’ Views and Experiences of Democracy: Promoting Passive Citizenry in Teacher Education

• In Event: The Significance of How Educators Experience Democracy, and the Potential for Democratic Education

Abstract

1. Objectives or purposes
This paper presents a case study of pre-service teachers who attend an affluent mid-size research-oriented institution that is located in the Midwestern part of the US. Specifically, the research will present an analysis of a sample of pre-service teachers (n=95) who were in their final semester of studies and who completed a detailed questionnaire on their experiences, perspectives and perceptions of democracy in relation to education.

2, Perspective(s) or theoretical framework
The research is grounded in a critical conceptual framework aimed to understand what causes unjust power relationships in schools and in society. Based on the insight on critical multicultural scholars (May & Sleeter, 2001; Sleeter, 2001), the shallow views of pre-service teachers in terms of causes systemic inequalities plays a key role in keeping in place social inequalities inside and outside K-12 classrooms. Therefore, the study sought to explore whether pre-service teachers' shallow view of what cause social inequality works to foster a thin view of democracy. (Cook & Westheimer, 2006; Freire, 1998; Portelli & Solomon, 2001).

3. Methods, techniques, or modes of inquiry
The researcher invited all of the pre-service teachers enrolled in the university's fall semester of teacher education coursework to take part in a voluntary, anonymous online survey. Ninety-five of 135 pre-service students participated in the study. The surveys included open- and close-ended questions on teacher perceptions, experiences and perspectives on democracy and education.

4. Data sources, evidence, objects or materials
Using data from an on-line survey the paper presents the quantitative and qualitative analyses.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
It is clear that the vast majority pre-service teachers have a limited view of democracy. For instance, their view that social inequalities are caused by personal characteristics or supposed cultural deficits of the 'Other" position them to believe engaging in traditionally male-centered channels of voting or in formal political work will ameliorate society. Consequently, only several participants were able to recognizing that deliberative democracy can only be actualize by exploring the "nature of multiple identities and the extension of civic rights to minorities, and in particular that a focus on the possible enhancement of rights" (Ross 2007, pp. 286-287). Based on the participants' limited views, the paper highlights several ways to broaden future teachers' view of democracy, citizenship, and the nature of social inequality.

6. Scientific or scholarly significance of the study or work
This study builds on the extensive research linked to pre-service teachers' views of social inequity, of democracy, and citizenship. Particular insight into the curriculum and democratic experience was the focus of this study, and also delves into the impact of the teacher-education experience as a means of cultivating political literacy.

Author

• Bradley J. Porfilio, California State University - East Bay