Does Preparing Citizens Matter? Examining the Value of Civic Mindedness in Pre-Service Teachers

Abstract

This exploratory mixed-methods study considers what motivates pre-service social studies teachers to pursue a career in teaching, and the extent to which those motivations are connected to a desire to promote democratic citizenship. We seek to put pre-service social studies teachers’ motivations into a broader context by comparing them to those of pre-service teachers in other certification areas. Using surveys and open-ended responses, we analyzed the motivational factors of 218 pre-service teachers using the FIT-Choice Scale and Westheimer and Kahne's categories of citizen-types. Our findings suggest that being civically motivated is not a phenomenon unique to social studies teachers. However, participants’ responses to the open-ended prompts suggest a greater likelihood of pre-service social studies teachers articulating a more nuanced vision of “good” citizenship than their peers in other certification areas. Our findings offer implications that extend beyond social studies teacher education to the structure of teacher education programs more generally.