Nurturing Student Engagement: Towards Democratic Values and Attitudes
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| Title: | Nurturing Student Engagement: Towards Democratic Values and Attitudes |
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| Language: | English |
| Authors: | Siri Mohammad-Roe, Nanna Paaske, Niels Van Hoof, Ama Amitai |
| Source: | Journal of Social Science Education. 2025 24(3). |
| Availability: | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Democratic Values, Citizenship Education, Teacher Attitudes, Teacher Role, Student Evaluation, Transformative Learning, Formative Evaluation, Foreign Countries, Secondary School Teachers, Media Literacy, Gender Bias, Sustainability |
| Geographic Terms: | Norway, Portugal, Czech Republic |
| ISSN: | 1611-9665 1618-5293 |
| Abstract: | Purpose: This article explores methodologies used by educators in citizenship education, examining how they perceive their roles when balancing skills and values, and how they approach assessment. It also investigates how transformative learning theory (Mezirow, 1978; Taylor, 2009) is reflected in practice and how outcomes are assessed. Design/methodology/approach: A case study based on three semi-structured interviews with teachers from different European countries, focusing on classroom and assessment practices. Findings: The study highlights opportunities and challenges in transformative approaches, especially in relation to formative assessment. Key features identified include personal engagement, critical dialogue, varied teacher roles, and integration of cognitive and affective learning. Teachers avoid directly assessing values, instead prioritising skills, knowledge, and engagement. Research limitations/implications: Further research should examine effective formative strategies in citizenship education. Practical implications: Teachers need training in formative assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488195 |
| Database: | ERIC |
| Abstract: | Purpose: This article explores methodologies used by educators in citizenship education, examining how they perceive their roles when balancing skills and values, and how they approach assessment. It also investigates how transformative learning theory (Mezirow, 1978; Taylor, 2009) is reflected in practice and how outcomes are assessed. Design/methodology/approach: A case study based on three semi-structured interviews with teachers from different European countries, focusing on classroom and assessment practices. Findings: The study highlights opportunities and challenges in transformative approaches, especially in relation to formative assessment. Key features identified include personal engagement, critical dialogue, varied teacher roles, and integration of cognitive and affective learning. Teachers avoid directly assessing values, instead prioritising skills, knowledge, and engagement. Research limitations/implications: Further research should examine effective formative strategies in citizenship education. Practical implications: Teachers need training in formative assessment. |
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| ISSN: | 1611-9665 1618-5293 |
