Between teachers’ perceptions and civic conceptions: lessons from three Israeli civics teachers

Aviv Cohen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

Building on sociocultural theories of teaching and learning, rooted in constructivist traditions, this study examined the teaching of civics in relation to contextual sociocultural factors in the Israeli educational system. The study focused on ways in which three civics teachers conceptualized and framed notions of good citizenship in relation to the teaching of the civics subject matter, and on the ways in which such notions manifest in their planned teaching. The main finding points to how the teachers framed their civics lessons in a manner that was in congruence with their perceptions of their students’ approaches to citizenship. Thus, the study reaches the conclusion that teachers’ perceptions are a key element in framing and conceptualizing civics lessons, resulting in a reality in which students from different backgrounds may experience significant differences in their orientation to the notion of good citizenship, limiting their exposure to multiple views.

Original languageAmerican English
Pages (from-to)542-560
Number of pages19
JournalJournal of Curriculum Studies
Volume49
Issue number4
DOIs
StatePublished - 4 Jul 2017

Bibliographical note

Publisher Copyright:
© 2016 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Civics
  • Israel
  • citizenship education
  • social studies
  • teaching and learning

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