LEADER 04022nam 22006015 450 001 9910908363503321 005 20250605132421.0 010 $a9783658464967$b(electronic bk.) 010 $z9783658464950 024 7 $a10.1007/978-3-658-46496-7 035 $a(MiAaPQ)EBC31786553 035 $a(Au-PeEL)EBL31786553 035 $a(CKB)36601345700041 035 $a(DE-He213)978-3-658-46496-7 035 $a(OCoLC)1477220278 035 $a(EXLCZ)9936601345700041 100 $a20241118d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTeachers' Beliefs about Civic and Citizenship Education in Italian High Schools /$fby Alessandra Santoianni 205 $a1st ed. 2024. 210 1$aWiesbaden :$cSpringer Fachmedien Wiesbaden :$cImprint: Springer VS,$d2024. 215 $a1 online resource (201 pages) 225 1 $aCitizenship. Studien zur Politischen Bildung,$x2662-8538 311 08$aPrint version: Santoianni, Alessandra Teachers' Beliefs about Civic and Citizenship Education in Italian High Schools Wiesbaden : Springer Fachmedien Wiesbaden GmbH,c2024 9783658464950 327 $aCivic and Citizenship Education -- Beliefs -- Research questions -- The case study -- The methodological framework -- Data Analysis -- Goals of CCE -- Strategies to teach CCE -- Content of CCE -- Discussion. 330 $aVarious social and political actors are responsible to educate citizens to sustain democracy. Civic and Citizenship Education (CCE) addresses this issue and has gained prominence. Italy made the subject compulsory in schools with the law n.92/2019. Different conceptualisations of CCE have the notion of citizenship at the centre, which can differentiate between traditional and critical approaches. Despite this, little is known about what teachers believe in terms of citizenship and what the subject should involve in terms of goals, content and methods. This work aims to understand Italian teachers' views on CCE and its implementation and contribute to its systematisation as a scientific discipline. The author interviewed Italian high school teachers and analysed the results. The results show that teachers? beliefs about the goals of CCE relate to broad social and political issues and students? learning. These beliefs also show civic republican values. Three macro-areas of content from the 92/2019 law serve as a framework for teachers to select topics they believe are relevant, and Lawfulness Education is the key to the content, goals and teaching strategies. Teachers are unclear whether CCE should be a separate, transversal or integrated subject. Ultimately, they implement what they believe in despite the policy changes introduced by the 92/2019 law. The Author Alessandra Santoianni holds a PhD from the University of Vienna, where she worked as researcher and lecturer in the Teacher Education Bachelor´s Degree. She currently works at Demokratiezentrum Wien where she is researching about political participation and digitalisation in citizenship education. 410 0$aCitizenship. Studien zur Politischen Bildung,$x2662-8538 606 $aCitizenship$xStudy and teaching 606 $aSchools 606 $aCitizenship Education 606 $aSchool and Schooling 606 $aEducació cívica$2thub 606 $aInstituts de batxillerat$2thub 607 $aItŕlia$2thub 608 $aLlibres electrňnics$2thub 615 0$aCitizenship$xStudy and teaching. 615 0$aSchools. 615 14$aCitizenship Education. 615 24$aSchool and Schooling. 615 7$aEducació cívica 615 7$aInstituts de batxillerat 676 $a323.6071 700 $aSantoianni$b Alessandra$01775827 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910908363503321 996 $aTeachers' Beliefs about Civic and Citizenship Education in Italian High Schools$94290980 997 $aUNINA