Teacher perceptions of citizenship education in social studies 30-1
Date
2020
Authors
Kowalzik, Landon
University of Lethbirdge. Faculty of Education
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Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbirdge, Faculty of Education
Abstract
The purpose of this research was to gain a better understanding of the perspectives on and the treatment and assessment of citizenship education by Social Studies 30-1 teachers. A convergent parallel mixed methods approach was employed through a survey combining Likert scale questions, numerical response questions and open-ended questions, in which 21 teachers participated and follow-up interviews in which six of the original 21 participants took part in. The results of the show that there is a high degree of alignment between the construct of citizenship and what the vast majority of participants believe citizenship education is and what it should be. It also showed that there was a lack of alignment between citizenship and Social Studies Program of Studies and even greater lack of alignment with the diploma exam. One of the consequences of this lack of alignment combined with the large role the diploma exam plays in shaping teachers’ practices is that citizenship education often becomes a secondary focus behind the diploma exam.
Description
Keywords
Citizenship -- Study and teaching , Civics , Evaluation , Grading and marking (Students) -- Canada , Social sciences , Student evaluation of curriculum. , Dissertations, Academic