Citizenship into practice in England: the continuing professional development challenge
This paper surveys the strategies adopted in England to support the development of teachers’ subject knowledge and confidence in relation to teaching Citizenship, which was introduced as a new statutory subject in the National Curriculum in 2002. It reviews examples of good practice and explores how...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2006 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | español |
| OAI Identifier: | oai:dadun.unav.edu:10171/8938 |
| Acceso en línea: | https://hdl.handle.net/10171/8938 |
| Access Level: | acceso abierto |
| Palabra clave: | Citizenship education Continuing professional development (CPD) England Education for democratic citizenship (EDC) |
| Sumario: | This paper surveys the strategies adopted in England to support the development of teachers’ subject knowledge and confidence in relation to teaching Citizenship, which was introduced as a new statutory subject in the National Curriculum in 2002. It reviews examples of good practice and explores how a continuing professional development (CPD) strategy developed at several levels to support teachers and curriculum managers. It outlines the challenges and obstacles in relation to implementing effective Citizenship education in schools. It also underlines the fundamental importance of Citizenship education if young people are to understand and engage with contemporary events in the early Twenty First Century. |
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