The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching

Autor/inn/en	Keegan, Patrick; Vaughan, Kelly P.
Titel	The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching
Quelle	In: Democracy & Education, 31 (2023) 1, Artikel 1 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Age Groups; Preservice Teachers; Elementary School Teachers; Methods Courses; Social Studies; Political Affiliation; Political Attitudes; Political Campaigns; Elections; Civics; Teacher Role; Democracy; Citizenship Education + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Gemeinschaftskunde; Politisches Interesse; Political attitude; Politische Einstellung; Election; Wahl; Staatsbürgerkunde; Lehrerrolle; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	This instrumental case study of Generation Z preservice teachers enrolled in elementary teaching methods courses in social studies and literacy explores the impact of polarization on their political engagement and teaching. Using the 2020 presidential election as a teachable moment, participants developed and taught literacy-infused civics units in order to bring to light their understandings of their role in preparing elementary students as political actors. This study has important implications for how teacher educators can better facilitate elementary preservice teachers' own political engagement, thereby ensuring equitable democratic learning opportunities for students. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01