Welcome to the InfoSci Platform
Reference Hub1
Education for Citizenship as a Permanent Laboratory

Education for Citizenship as a Permanent Laboratory

Barbara Balconi, Elisabetta Nigris, Luisa Zecca
Copyright: © 2019 |Pages: 20
ISBN13: 9781522571100|ISBN10: 1522571108|EISBN13: 9781522571117
DOI: 10.4018/978-1-5225-7110-0.ch023
Cite Chapter Cite Chapter

MLA

Balconi, Barbara, et al. "Education for Citizenship as a Permanent Laboratory." Handbook of Research on Education for Participative Citizenship and Global Prosperity, edited by José A. Pineda-Alfonso, et al., IGI Global, 2019, pp. 517-536. https://doi.org/10.4018/978-1-5225-7110-0.ch023

APA

Balconi, B., Nigris, E., & Zecca, L. (2019). Education for Citizenship as a Permanent Laboratory. In J. Pineda-Alfonso, N. De Alba-Fernández, & E. Navarro-Medina (Eds.), Handbook of Research on Education for Participative Citizenship and Global Prosperity (pp. 517-536). IGI Global. https://doi.org/10.4018/978-1-5225-7110-0.ch023

Chicago

Balconi, Barbara, Elisabetta Nigris, and Luisa Zecca. "Education for Citizenship as a Permanent Laboratory." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, edited by José A. Pineda-Alfonso, Nicolás De Alba-Fernández, and Elisa Navarro-Medina, 517-536. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7110-0.ch023

Export Reference

Mendeley
Favorite

Abstract

In this chapter, the authors discuss the results of three focus group discussions conducted in the context of the teacher professional development project STEP (school territory environment pedagogy) undertaken by researchers and teachers from three EU Countries—France, Spain, Italy—and one non-EU country, Switzerland. Specifically, they present findings regarding changes in how the teachers in the Milano Bicocca case study represented citizenship education practices. The focus group data was subjected to content analysis, using a set of categories drawn from the national reference documents on curriculum design and the transnational curriculum defined in the STEP project. The changes in the teachers' representations concerned three main aspects: dialogue with the local community and territorial context, the gap between teachers declared intentions and actual educational actions, and the adoption of a complex perspective in the choice of knowledge to be mobilized.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.