London Metropolitan University Research Institutes
 

Teachers’ citizenship competences: a comparative research

Author(s) Chistolini, S., Pratas, H. & Wołodźko, E.  
Publisher London: CiCe  
Year 2014  
Editor P. Cunningham & N. Fretwell (eds.) Innovative Practice and Research Trends in Identity, Citizenship and Education  
Age group -  
Keywords/Abstract
Education represents an important aspect in the development of ‘skills for a life’ of democratic citizens in diverse democratic societies. The teacher's role and competences become a crucial element in the development of children and their capacity to exercise citizenship in the most constructive way, preparing them to be democratic citizens, for their future world of work and for the development of their personality (Pestalozzi Programme of the Council of Europe, The Professional Image and Ethos of Teachers, 2014). The Council of Europe's Parliament adopted Resolution 1849 (October 3, 2008) recommended the promotion of a culture of democracy and human rights in schools through teacher education. The necessary teaching competences involved would include aspects as the ability to create learning environments beyond the classroom, allowing community to engage in partnerships and making learning more significant. Moreover, the Recommendation of the European Parliament and of the Council (2006/0962/EC) on the eight key competences for Lifelong learning stressed that the social and civic competences should be acquired by all students through schooling. How are teachers integrating cognitive, ethical and action-related competences in their practice as Citizenship educators? And how are the students experiencing this teaching? These are some of the questions that our research aims to answer. The research combines quantitative and qualitative approaches, comparing perceptions of both teachers and students on Citizenship Competences in three European countries: Poland, Italy and Portugal (Poland has recently joined the research group). The article presents initial findings from a sample consisting of primary and secondary school teachers and students teachers (219 Italian, 235 Portuguese, and 3572 Italian teachers and 315 Portuguese students)and students.
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