Encouraging Teachers’ Pedagogical Professional Development in Citizenship Education

• In Event: The Moral Vacuum in Teacher Education: International Perspectives on Research, Policy, and Practice

Abstract

It has been emphasized that all teaching is a moral activity (Hansen, 2001). Nevertheless, in light of compulsory citizenship education (CE), which has been introduced in many counties (Euridyce, 2005; Geboers, Geijsel, Admiraal & ten Dam, 2013), teachers struggle with their moral, pedagogical teaching practices. This is the case in the Netherlands (Onderwijsraad, 2012), where support for teachers is needed in schools and in teacher preparation.

In a two-year research project with eleven schools for primary and secondary education, we explored the extent to which teacher involvement in CE curriculum development extends teachers’ concepts of a) CE and b) pedagogical professionalism (PP). In addition, we examined the role of teacher education in the preparation for CE in order to provide knowledge to improve teacher education curriculum.

If teachers are not prepared for CE, they feel less confident about teaching it (Chin & Barber, 2010). In order to establish CE practices, teachers need to have both a conceptual understanding of citizenship education, as well as an understanding of the practices that guide CE (especially for places such as the Netherlands where instead of a national curriculum, schools choose how they integrate CE into the curriculum). In this study we supported teachers in in curriculum development, encouraging them to use collaborative and inquiry-based methods (van Veen, Zwart, Meirink & Verloop, 2010)—helping teachers explore and develop their own concepts of CE and PP, as well as their practices. The study focuses on teachers’ developing views of CE and PP. We will use the concept of a moral vacuum (Sanger & Osguthorpe, 2013) to interpret moral language and moral purpose in contemporary CE teaching practices and teachers’ reflections about teacher preparation.

Seventeen teachers participated in developing curriculum for their CE practices. All teachers were interviewed about their concepts of CE and PP and about how teachers can develop this kind of professionalism. Additionally, they were asked whether they were prepared for CE in teacher training and what would be necessary to change. All interviews were transcribed. Data were analyzed using a grounded theory approach (Strauss & Corbin 1998) and using triangulation of data sources and researchers (Patton 2002).

Participating teachers received little CE preparation. However all of them emphasize the importance of a more explicit preparation for CE. According to them, preservice teachers need to gain knowledge about CE in relation to PP. Reflection about the moral aspects of their profession is lacking during teaching practice as well as teacher preparation. Systematic inquiry of teachers’ practices, through collaboration with colleagues, exchanging ideas, sharing concerns, teachers’ reflection, and, most of all, time for experiencing, contributes to PP development. Additionally, teachers emphasized it provided a moral language and shared concepts that they themselves experience as essential to developing practical wisdom (Biesta, 2010).

This study provides knowledge about how teachers perceptions of PP development in light of CE and contributes to improvement of teacher education practices.

Authors

• T. Martijn Willemse, Windesheim university of applied sciences

• Femke Geijsel, University of Amsterdam

• Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education

• Geert Ten Dam, University of Amsterdam

• Loes Van Wessum, University of Utrecht