ABSTRACT

Teachers are key agents in the political socialisation of adolescents. Therefore, knowledge about teachers’ beliefs concerning citizenship is essential, as these beliefs likely relate to how educators socialise young people via preferred modes of teaching. Studying the link between teachers’ citizenship norms and associated teaching styles can inform us about how to improve citizenship education in schools. The authors use the 2016 International Civic and Citizenship Education Study data, relying on the unique Teacher Survey conducted in Flanders (n = 1983) using multilevel latent class analysis. They identify five profiles of teachers’ concepts of good citizenship. These profiles are further correlated with goals of citizenship education emphasised by teachers as well as the sources and activities used to teach civics in the classroom. The results suggest that teachers can be seen as instructional gatekeepers, with teachers supporting more engaged and all-around norms of citizenship more frequently implementing active teaching styles.

摘要

教师是青少年政治社会化的关键推动者。因此，了解教师关于公民的信念是必不可少的，因为这些信念可能与教育工作者如何通过首选教学模式使年轻人社交有关。研究教师的公民规范与相关教学风格之间的联系可以告诉我们如何改进学校的公民教育。作者使用 2016 年国际公民和公民教育研究数据，依靠在佛兰德斯（n = 1983）进行的独特教师调查使用多层次潜在类别分析。他们确定了教师良好公民概念的五个概况。这些概况进一步与教师强调的公民教育目标以及课堂上用于教授公民的资源和活动相关联。