03803nam a22005295i 4500 978-3-658-46496-7 DE-He213 20251030113317.0 cr nn 008mamaa 241118s2024 gw | s |||| 0|eng d 9783658464967 978-3-658-46496-7 10.1007/978-3-658-46496-7 doi LC1091 JNF bicssc JPVH1 bicssc EDU034000 bisacsh JNF thema JPVC thema Santoianni, Alessandra. author. aut http://id.loc.gov/vocabulary/relators/aut 87683 Teachers' Beliefs about Civic and Citizenship Education in Italian High Schools [electronic resource] / by Alessandra Santoianni. 1st ed. 2024. Wiesbaden : Springer Fachmedien Wiesbaden : Imprint: Springer VS, 2024. XV, 193 p. 3 illus. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Citizenship. Studien zur Politischen Bildung, 2662-8538 Civic 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. Various 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. Citizenship Study and teaching. 71030 Schools. 59494 Citizenship Education. 71032 School and Schooling. 70534 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783658464950 Printed edition: 9783658464974 Citizenship. Studien zur Politischen Bildung, 2662-8538 87684 https://doi.org/10.1007/978-3-658-46496-7 ZDB-2-EDA ZDB-2-SXED 65030 65030