This mixed methods study explores secondary teacher conceptualizations of citizenship education in one Midwestern state in the USA. First, the authors situate the study within the teacher belief and citizenship education literature. They then analyze statewide survey responses and interview transcripts that describe teacher beliefs and classroom goals and the degree to which teachers believe these goals are met. The authors advance the typology of personally responsible, participatory and justice-oriented citizenship aims by thickly describing the profiles of teachers within these paradigms. Finally, the authors address the implications of this typology for problematizing citizenship education within preservice and in-service professional development.
Given the calls for a stronger global focus among pre-service teachers and the value of study abroad experiences to assist in this process, many teacher preparation programs have worked to include study abroad experiences into their programs. Including study abroad experiences lasting a semester or more has proven to be a challenge for many such programs however, given the highly structured and locally contextual nature of teacher education. The result is that most study abroad experiences available for preservice teachers are short-term, lasting only a few weeks. The purpose of this study was to determine whether or not a short-term study abroad course, taken during preservice teachers’ undergraduate program, had any lasting professional or personal impact once they become teachers.
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