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"Citizenship Study and teaching (Continuing education)"
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Lifelong citizenship : lifelong learning as a lever for moral and democratic values
As citizenship is lifelong and life-wide, the function of adult education is crucial to enable individual members of society to continue learning and improving their skills in the face of changing democratic societies. In recognition of the need to adjust higher education to democratic societies' needs, this book focuses on examples of educational practices concerned with developing the necessary lifelong learning skills for democratic citizenship in the information era, with an emphasis on teacher education. The practices presented in this book primarily address the integration of lifelong learning skills with democratic citizenship skills, encapsulated in the concept of 'lifelong citizenship'. This concept denotes the up-to-date skills required from a citizen in modern-day democracies along four key dimensions: (1) personal wellbeing, (2) digital literacy, (3) learning to learn by experience and practice, and (4) social cohesion and justice. This volume provides a valuable updated reference book for pedagogical and research purposes for a wide audience of students, teachers, policy-makers, curriculum designers, and teacher educators who deal with promoting lifelong learning, as well as for those who are interested in fostering capacity building initiatives in higher education to adapt teaching-learning-assessment processes to meet the lifelong citizenship dimensions.
Book
Brokering Britain, Educating Citizens
This bookaddresses the politically charged issue of citizenship and English language learning among adult migrants in theUK. Whilst citizenship learning is inherent inEnglish for Speakers of Other Languages (ESOL), the bookargues that top-down approaches and externally-designed curriculaare not a productive or useful approach.Meaningful citizenship education in adult ESOL is possible, however, if it brings social and political content centre-stage alongside pedagogy which develops the capabilities for active, grassroots, participatory citizenship. The chapters deliver adetailed examination of citizenship and ESOL in the UK. They addressa range of community and college-based settings and the needs and circumstances of different groups of ESOL students, including refugees, migrant mothers, job seekers and students with mental health needs. The book draws attention to the crucial role of ESOL teachers as 'brokers of citizenship' mediating between national policy and the experiences and needs of adult migrant students. The book links together language pedagogy and citizenship theory with the practical concerns of ESOL teachers and students.
eBook
Transformative Civic Education in Democratic Societies
Democracy is neither inevitable nor guaranteed to last. To survive, democracy needs people adequately prepared to enact it. Such preparation for effective citizenship in a complex and plural world requires an adult civic education, one that goes beyond simple knowledge acquisition. It requires a transformative education to help learners become agents and co-shapers of their worlds. This book offers examples of the roles that civic education has played and can play in different communities. In this collection, scholars from around the world report and reflect on civic adult education, examining approaches, paradigms, and concepts that help us to act in culturally, ethnically, linguistically, and religiously diverse societies.
eBook
Enterprise education: pre-service further education teachers' impressions and aspirations
PurposeThe purpose of this paper is to examine the attitudes and impressions of pre-service Further Education teachers towards enterprise education. It also looks at the potential impact on their future teaching practices and aspirations. This study builds on the literature in this area by bringing a teacher education focus and by providing views from the underserved further education sector.Design/methodology/approachA qualitative research approach was used to evaluate pre-service further education teachers' understanding of and attitudes towards, enterprise education. Data were collected through semi-structured interviews with 15 students in their final year of an initial teacher education degree.FindingsFindings emerged through constant comparative analysis of interview transcripts. These findings indicate that exposure to enterprise education greatly increased understanding of its importance and relevance, while also encouraging pre-service further education teachers to recognise the benefits of incorporating enterprise education into their classrooms of the future.Originality/valueWhile there is an array of literature on entrepreneurship and enterprise education outside of business contents, very few studies exist, which examine enterprise education in an initial teacher education context. Fewer still examine enterprise education from the perspective of further education. This study provides a unique qualitative view of pre-service further education teachers' impressions of enterprise education and their aspirations for the future.
Journal Article
Entrepreneurship Competence in Pre-Service Teachers Training Degrees at Spanish Jesuit Universities: A Content Analysis Based on EntreComp and EntreCompEdu
Entrepreneurship competence is one of the eight key competences for promoting lifelong learning, employability, and ensuring success in the knowledge society. The main objective of this study is to analyse to what extent entrepreneurship competence, as contemplated in the main European reference frameworks (EntreComp and EntreCompEdu), is incorporated into the competences that make up pre-service teachers training degrees offered by Spanish Jesuit universities. A content analysis of 631 competences was carried out by means of an expert judgement. The results of the study allow us to conclude, among others, that: with the exception of Assessment (EntreCompEdu), the remaining areas of both frameworks are covered by 30% of the competences proposed by the universities; none of the universities incorporate the competences Motivation and perseverance, Financial and economic literacy and Coping with uncertainty, ambiguity and risk of EntreComp, nor Checking and reporting on progress, Share feedback and Recognising progress and achievement of EntreCompEdu; the EntreComp competences Mobilising others, Planning and managing, and Working with others, and the EntreCompEdu Creating an empowering entrepreneurial learning environment are recognised the most; it is in the specific and general competences of the University of Deusto and Ramon LLull University that the above-mentioned competences are most frequently recognised. In conclusion, although there is still much to be done, entrepreneurship competence is included in initial teacher training at Jesuit universities in Spain.
Journal Article
Cumbersome Yet Worthwhile: Service Learning in Postdisaster Rehabilitation and Recovery Efforts in the Philippines
Service learning holds the potential to educate for citizenship, preparing students as individuals who can respond not only to the daily challenges of an interconnected yet fragmented world but also to the emerging calls to rebuild disaster-stricken communities. Although seen by some as a cumbersome pedagogical approach, service learning can offer opportunities for students to recognize their role in society, take part in intercultural conversation, and develop into critical citizens, making it worthwhile to undertake for a citizenship oriented towards social justice. This case study illustrates such meaningful accounts from undergraduate students involved in postdisaster rehabilitation and recovery efforts.
Journal Article
Teaching critical thinking and voice in history essays: A spiderweb tool
BackgroundThe history essay, and historical writing, are crucial forms of assessment in History throughout primary and high school education. This article draws from an autoethnography of teachings in a pre-service history teachers’ school classroom. This article discusses obstacles students experience in conceptualising and writing the history essay. A tool is introduced to overcome these obstacles.AimThis article presents a possible intervention in the form of a classroom tool.SettingThis classroom tool is presented in a pre-service history teachers classroom (tertiary). It is presented as a method to teach history in classrooms of senior phase (SP), intermediate phase (IP), and further education and training (FET) phase.MethodsThis article uses a qualitative methodology that draws on autoethnography and reflective teaching methodology, allowing me to understand and analyse the processes taking place in my own classroom. This was authorised with an ethics protocol number (H18/10/10).ResultsThe observations from the case study class showed that the tool provided possibilities for understanding the mediation of knowledge used in an essay, in a way that facilitates critical thinking and voice.ConclusionThis tool provides a possible class intervention that can range from primary to high school. It allows teachers to understand what levels their students’ thought need to operate on to teach essay and paragraph writing.ContributionThis spiderweb tool can be used directly in class to demonstrate how the different points of knowledge relate to each other in making an argument. This supports critical thinking and the development of voice.
Journal Article
The Role of the Academic Field in the Relationship between Self-Directed Learning and 21st Century Skills
In this study, the relationship between self-directed learning (SDL) skills and 21st century skills were investigated. In addition, the role of academic field in the relationship between SDL skills and 21st century skills have been investigated. The research data were collected from a total of 568 teacher candidates with various academic fields. The analysis of the data was carried out using structural equation modeling. In addition, the established model was tested separately for each academic field and the groups were compared. According to the findings, there is a positive and statistically significant relationship between SDL skills and 21st century skills. Moreover, SDL skills are a strong predictor of 21st century skills. According to the group comparisons, SDL skills of students in the special ability academic field do not predict 21st century skills. However, SDL skills of students in other academic fields strongly predict 21st century skills. As a result, it can be said that as the SDL skills increase on the basis of the academic field of individuals, 21st century skills will increase too.
Journal Article