ABSTRACT

Interactions within classrooms contribute to adolescents’ democratic civic development by providing resources fostering students’ political understanding. Many teachers participate in social or political groups in their communities and more broadly. These out-of-school experiences inform their classroom practices and are contextualized by national situations. The role played by these experiences has received little attention from social studies researchers. The present analysis examined teachers’ organizational participation and its association with classroom discourse and practices by utilizing large-scale data from 12 countries in Europe and Asia. A person-centered statistical approach identified four organizational participation profiles among teachers that were further examined in relation to classroom practices. Teachers who were active in a broad range of organizations were likely to provide more stimulating civic and political learning environments with potential to foster students’ active construction of civic and political understanding. Contextual factors and implications for civic and citizenship education at school are discussed.

摘要

教室内的互动通过提供可增强学生政治理解力的资源，有助于青少年的民主公民发展。许多教师在其社区乃至更广泛的范围内参加社会或政治团体。这些课外经历为他们的课堂实践提供了信息，并因国情而有所关联。这些经验所扮演的角色很少受到社会研究人员的关注。本分析通过利用来自欧洲和亚洲12个国家的大规模数据，研究了教师的组织参与及其与课堂话语和实践的联系。以人为中心的统计方法确定了教师中的四个组织参与情况，并针对课堂实践进行了进一步研究。活跃于广泛组织中的教师可能会提供更多刺激性的公民和政治学习环境，并有可能促进学生积极构建公民和政治理解。讨论了上下文因素及其对学校公民和公民教育的影响。