Citizenship education in teacher training: A systematic review

Corresponding author: Noelia Pérez-Rodríguez, Faculty of Education Sciences, Pirotecnia Street, no number, 41013 Seville, Spain. E-Mail: nper[email protected] Suggested citation: Pérez-Rodríguez, Noelia, Navarro-Medina, Elisa, & de-Alba-Fernández, Nicolás (2024). Citizenship education in teacher training: A systematic review. Journal of Social Science Education, 23(3). https://doi.org/10.11576/jsse-6945 Declaration of conflicts of interests: No potential conflict of interest was reported by the authors. JOURNAL OF SOCIAL SCIENCE EDUCATION 2024, VOL. 23, NO. 3, 1−20 https://doi.org/10.11576/jsse-6945 Article Citizenship education in teacher training: A systematic review Noelia Pérez-Rodríguez, Elisa Navarro-Medina, Nicolás de-Alba-Fernández University of Seville, Seville, Spain Keywords: citizenship education, pre-service teacher education, in-service teacher education, systematic review, competences Highlights: – Research on citizenship education in teacher education is a broad and complex field. – There is a need for systematic reviews of the studies developed at the international level in which areas they are being deployed. – The results of this review (years 2017-2022) indicate five thematic dimensions in the studies. – The most frequent are those linked to teaching strategies and resources or teacher conceptions. Purpose: The aim of this article is to present a systematic review of empirical research developed in the field of citizenship education in teacher education. Design/methodology/approach: This study performs a systematic review, descriptive and critical in nature, of 62 studies present in the Web of Sciences and Scopus after a comprehensive analysis, using a decision tree, of what was published in the years 2017-2022. Findings: The results show five major thematic dimensions in the selected studies: teaching strategies and resources; teachers’ conceptions; teaching content; teacher education programs; and design of teaching resources. The studies are unevenly distributed in the dimensions described, with the majority focusing on teaching strategies and resources. Practical implications: This research offers an analysis of the issues addressed in research on citizenship education and teacher education, which allows us to know the field of research in-depth and to outline the less explored topics. Pérez-Rodríguez et al. 2 1 INTRODUCTION The necessity to train children and young people in the development of citizenship competencies is a topic of discussion within educational and academic spheres. The cultivation of these competencies should empower individuals to address existing societal problems and participate critically in the construction of a more socially just present and future (Westheimer, 2019). Global interest in citizenship education is evidenced by initiatives from official organisations. The International Civic and Citizenship Education Study (ICCS) world report explores the challenges facing civic and citizenship education. The latest report indicates an increased use of digital media by young people as a tool for civic engagement, concern for sustainable development, and recognition of the role of schools in promoting peaceful attitudes among youth (Schulz et al., 2018). Similarly, the Programme for International Student Assessment (PISA) has incorporated an assessment of students’ global competence in its latest edition. This competence is defined as the ability to “examine local, global, and intercultural issues, understand and appreciate different perspectives and worldviews, interact successfully and respectfully with others, and take responsible actions in favour of sustainability and collective well-being” (OECD, 2018). Additionally, the Council of Europe (2016) has proposed the development and implementation of the Reference Framework of Competences for Democratic Culture (RFCDC), encompassing four dimensions: skills, values, attitudes, and critical knowledge and understanding. These initiatives, although varied in their approaches, underscore the necessity of effectively training students for democratic, participatory, and inclusive citizenship in a global and diverse world. Given this context and the proposals from official agencies, the educational system must respond by defining strategies and lines of action to develop students’ citizenship competencies. Teachers play a crucial role in this process, underscoring the importance of their education. Emphasis must be placed on the theory-practice relationship, as “only a teacher trained to be critical and reflective will be able to create educational situations so that students learn what it means to be critical by being so” (Pagès, 2011, p. 76, our translation). It is essential to reconsider the approaches used to train teachers in citizenship education and reflect on the university’s role in this context. As a public educational institution, the university must fulfil its social responsibility by fostering connections with society and promoting models of critical and democratic citizenship (Pérez-Rodríguez et al., 2022a). From the authors’ perspective, citizenship education should be implemented as a cross-cutting and interdisciplinary issue in both pre-service and in-service teacher education. Rather than being confined to a single subject, this area should promote the development of complex critical thinking. This requires not only addressing how to teach (methodology) but also engaging in broader reflections on why to teach (purposes), what to teach (content; Pérez-Rodríguez et al., 2022b), and how to evaluate (assessment). Thus, we understand education for citizenship as synonymous with political education, as it becomes a tool to critically examine our reality, question it, and make informed decisions about our present and future (Sant, 2021). From this perspective, citizenship education is intrinsically linked to the participation of individuals in their social environment. However, recent research on teacher education related to citizenship education reveals that teachers face challenges that may hinder the practical implementation of this approach. Studies by Castellví et al. (2021), González-Valencia et al. (2020), and Navarro-Medina et al. (2022) indicate that pre-service teachers encounter barriers in reading and interpreting social problems in digital JOURNAL OF SOCIAL SCIENCE EDUCATION 3 media and critically engaging with them from a didactic perspective. This aligns with other research highlighting the difficulties that both pre-service and in-service teachers face in introducing controversial issues or relevant social problems into the classroom (Kitson & McCully, 2005; Pace, 2019). When these topics are addressed, it is often done anecdotally and with a focus solely on methodology, neglecting a complex, content-connected conception (Santisteban, 2019). These issues necessitate personal reflection on our reality from a critical and democratic perspective and, professionally, entail making political and ideological decisions about what and how to teach. In light of the above, the purpose of this research is to deepen our understanding of studies addressing citizenship education in university-level teacher education. The aim is to identify the strategic lines that have been implemented and to determine possible actions and improvements that address the aforementioned challenges. 2 METHOD To carry out this study, a systematic review (Cooper, 2010; Gough et al., 2012) was conducted with the aim of analysing in depth the scientific production carried out in the field of citizenship education in teacher education. This type of review makes it possible to know and determine the thematic dimensions that are most frequently addressed in the empirical studies developed, offering an overview of the most relevant findings at the international level and identifying existing gaps. The goal is to provide new avenues to explore and improve teacher education in citizenship education. The research problem we intend to answer is: what thematic dimensions have been addressed in empirical research developed in pre-service and in-service teacher education with respect to citizenship education in the last five years? 2.1 Litera ture search and review Two multidisciplinary databases, the Web of Science (WoS) and Scopus, were selected for the research. The research team made a main list of terms related to citizenship education. The selection of these terms was made while maintaining a balance that would allow a feasible search to be carried out while obtaining a relevant overview of the issue to be addressed. After several tests, the terms were refined, finally obtaining those shown in Figure 1. It is worth mentioning that the authors have conducted different previous research on the issue of citizenship education in teacher education (De-Alba-Fernández et al., 2012; Navarro-Medina & de-Alba-Fernández, 2015; Pérez-Rodríguez et al., 2021, 2022a, 2022b), so the selection of these words responds to the theoretical and empirical framework that supports the authors’ vision of the research field, as substantiated in the introduction of the article. Figure 1. Terminology Pérez-Rodríguez et al. 4 Similarly, we limited the study to open-access articles (considering title, abstract or keywords) in the last five years (period 2017-2022). We considered the English language because of its majority use in the scientific literature or Spanish because it is our mother tongue, and based on the categories described in Table 1, depending on the database. Table 1. Databases and categories Database Categories Web of Science Educational Educacional Research Social Issues Social Sciences Other Topics Scopus Cultural Studies Social Sciences Arts and Humanities Both searches resulted in 319 records in the case of WoS and 519 in relation to Scopus. After eliminating duplicate articles from the total register (838), a total of 662 records were obtained. A decision tree, which can be seen in Figure 2, was then made to evaluate and exclude those sources that did not include empirical studies on citizenship education in teacher education. This tree was negotiated by the participating researchers to make the right decisions to answer the research problem. In the first round of review, the title and abstract of the papers were read by at least two researchers. As a result, 586 articles were excluded. These responded to studies that were not empirical (filter 1), that were not focused on developing citizenship education or citizenship competence (filter 2), and that did not address this issue linked to pre-service or in-service teacher education (filter 3). Figure 2. Decision tree JOURNAL OF SOCIAL SCIENCE EDUCATION 5 In the second round of review, all the researchers participated by reading the 76 selected articles in their entirety. These have been evaluated and discussed to assess the relevance of their selection in the final sample. In this second round, 14 articles were excluded. The final sample is composed of 62 articles. 2.2 Limitations of the review During the research, the Proquest database was excluded in favour of using other more frequent databases in current scientific dissemination, such as WoS and Scopus. It was decided to include only empirical articles on citizenship education and to exclude theoretical studies and other sources, such as books and book chapters. However, they may be useful for future reviews. Citizenship education in teacher education is a broad and interdisciplinary field. This has made it possible to explore different perspectives in the field, although it has made it difficult to analyse. On the other hand, it is necessary to clarify why the studies included in the complete review were not included in the final sample. Although these included citizenship education as the main purpose in the abstract or the title of the study, a complete reading of the manuscript allowed us to verify that they did not address it throughout the manuscript. Likewise, we consider that the field of citizenship education is conceptualised in many different ways depending on the historical and social evolution of the country and the context to which it refers. This issue should be considered more notably in future studies, which highlight and consider the social reality of the territories. The study only considered research written in English or Spanish. This issue also limits the review, as it excludes some interesting studies that can contribute to the discussion. We invite other researchers to make comparisons in their own languages, which may mitigate this issue and continue to encourage debate in this field. Despite the limitations mentioned above, we consider that the contributions included are sufficiently broad to offer a perspective on the issue raised. 2.3 Analysis procedure The analysis used followed the guidelines of grounded theory (Corbin & Strauss, 2015) since the authors had not established previous categories. It was carried out in two phases using the Atlas.ti program: In the first phase, open coding was performed, reading each of the 76 articles in full and assigning them the codes referring to those dimensions and subdimensions they addressed. In this first phase, we also eliminated those studies that would not form part of the final sample for the reasons mentioned above. In the second phase, an axial coding of the 62 resulting articles was carried out to observe the trends between the groups of dimensions and subdimensions resulting from the first phase. In the following section, the fundamental results are presented with the most descriptive information, together with the thematic dimensions of the study, pointing out the most relevant issues addressed in the different articles that make up the final sample. Pérez-Rodríguez et al. 6 3 RESULTS As shown in Figure 3, the majority of studies on the topic of citizenship education in teacher training analysed are concentrated in Europe (37 out of 62): Switzerland (16), Spain (9), the United Kingdom (6), the Netherlands (3), Austria (1), Croatia (1), and Romania (1). The next most frequent are those from Latin American countries (11 out of 62), in the following countries: Costa Rica (4), Chile (2), Mexico (2), Brazil (1), Colombia (1), and Ecuador (1). The rest of the studies come from the United States (7 out of 62) and Asian countries (7 out of 62), including studies from Turkey (3), Cyprus (2), Singapore (1), and Thailand (1). Figure 3. Geographical distribution of the analysed publications In general terms, the presence of studies on the issue addressed is unevenly distributed in the different years analysed, as shown in Figure 4, with the greatest presence in the years 2020 and 2021. Figure 4. Distribution of studies by year JOURNAL OF SOCIAL SCIENCE EDUCATION 7 In terms of training stages (pre-service or in-service), 51 of the 62 studies analysed refer to preservice teacher education, while only 12 refer to in-service education. Of these, only one study deals jointly with pre-service and in-service teacher education, as shown in Figure 5. Figure 5. Distribution of studies according to the training stage As shown in Figure 6, five thematic dimensions emerge. Most of the studies are linked to teaching strategies and resources (33), followed by research addressing teacher conceptions (26) or teaching content (22). To a lesser extent, studies are related to teacher education programs (5) or materials design (1). It is worth mentioning that some studies belong simultaneously to different thematic dimensions. Figure 6. Thematic dimensions The most relevant results for each of these dimensions are presented below, following their frequency of occurrence. 3.1 Teaching strategies and resources Among the teaching strategies and resources presented in the different studies, there are four typologies, shown in Table 2: Strategies that encompass reflection and analysis and are based on experience; Those based on experience; Those focused on analysis; Those focused on reflection. Pérez-Rodríguez et al. 8 Table 2. Typology of teaching strategies and resources TYPOLOGIES Teaching strategies and resources In-service teacher education Pre-service teacher education Total THREE DIMENSIONS: REFLECTION, ANALYSIS AND EXPERIENCE Service Learning 6 11 Investigation of controversial issues/problems 1 1 Action Research 1 1 Active Citizenship Learning 1 BASED ON EXPERIENCE Internationalisation experiences 3 9 Active methodologies 1 Didactic outing outside the classroom 1 Workshop 1 Discussion workshop 1 1 Didactic video design 1 ANALYSIS Digital critical literacy 4 8 Critical video clip analysis 1 Critical literacy through manual analysis 1 News selection and analysis 1 Flipped classroom 1 REFLECTION Identity / literary texts 1 1 5 Debate 1 Reflective writing 1 Reflection 1 Total 33 The most common strategy encompasses three dimensions: experience, analysis, and reflection. The most common is Service-Learning in pre-service teacher education. Studies show that this strategy develops the capacity for Social Entrepreneurship (Marav-Vivas et al., 2021), the fostering of professional competencies and critical skills (Candela-Soto et al., 2021), as well as active engagement with the community (Fuentes et al., 2020). Prospective teachers increase their disciplinary knowledge of geography and become more sensitive to children’s spatial action routines (Schulze & Kanwischer, 2018). They also develop a political view of their role in promoting democracy (Bhargava & Jerome, 2020). Another study of Service Learning in rural contexts shows that the use of questionnaires and digital videos helps teachers to better analyse and learn about the needs of their environment (Miró-Miró et al., 2021). JOURNAL OF SOCIAL SCIENCE EDUCATION 9 The next most prevalent typology is experience-based strategies, especially internationalisation in pre-service teacher education. Research agrees that the strategy promotes the development of transformative agency and intercultural citizenship awareness in prospective teachers (Bergersen & Muleya, 2019; Byker & Putman, 2019; Ibrahimoglu & Yilmaz, 2018). However, it is also noted that the high economic cost of these experiences limits their implementation (Byker & Putman, 2019). The third most common typology is based on analysis, highlighting digital critical literacy (4). These studies show that most teachers in pre-service education can identify counter-values in social network discourses (Renés-Arellano et al., 2021), although they have difficulties in elaborating critical discourses on social problems in digital media (Castellví et al., 2020). To promote digital critical literacy in a character education course, they propose the RECE Teaching Model as an effective method to analyse hate speeches in social networks and understand the opinions of trainee teachers (Sarkadi et al., 2021). Related to this, it is also noted that the application of different teaching models does not significantly affect future teachers' digital information literacy (Hava & Fikret, 2018). Finally, although less frequent, there are studies that fall under the typology reflection, with strategies such as identity texts (Krulatz et al., 2018; Varga et al., 2020), debates (Martínez-Lirola, 2019) or reflective writing (Govender, 2019). 3.2 Teachers’ conceptions The second major dimension of the study addresses the question of teachers’ conceptions. Most of the studies shown in Figure 7 seek to know what teachers’ conceptions of citizenship are at the preservice training stage (13). However, there are fewer studies that, in general, address teachers’ conceptions of citizenship education (6). Figure 7. Teachers’ conceptions With respect to those related to conceptions of citizenship (16), a broad typology emerges that reflects the diversity of theoretical and empirical views on this issue. These can be distributed into four typologies, as shown in Table 3: cultural, political, digital, and value-related dimensions. It is worth mentioning that even though 16 different visions emerge, there are studies that simultaneously put forward more than one vision in their research (Delgado- Algarra et al., 2019; 2020; Öztürk & Yeşilbursa, 2021). Hence, the total number of conceptions (22) collected in Table 3 is higher. Pérez-Rodríguez et al. 16 visions of citizenship education linked to the political dimension should be deepened (Bhargava & Jerome, 2020; Lobatón-Patiño et al., 2020). This involves assuming that teacher citizenship education is indispensable in transforming their vision of the world and their teaching practices (Schugurensky & Wolhuter, 2020). As teacher educators, we are responsible for betting on humanising these practices in favour of creating more socially just realities (Ross, 2018). 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E., & Syed, G. Z. (2020). We are invited to imagine: Using a literary text to encourage cross-cultural dialogue about citizenship. Cambridge Journal of Education, 50(4), 501–519. https://doi.org/10.1080/0305764X.2020.1736002 AUTHOR BIOGRAPHY / BIOGRAPHIES Noelia Pérez-Rodríguez is PhD in Education -Didactics of Social Sciences- (University of Seville, US). Master’s Degree in Research in Education (Autonomous University of Barcelona). Master in Management, Evaluation and Quality of the Educational Institutions (US). Her research and teaching expertising areas are linked to the field of citizenship education and research on teacher training in Social Sciences. Elisa Navarro-Medina is a Professor of the Department of Didactics of Experimental and Social Sciences, area of Social Sciences. Degree in Pedagogy and Social and Cultural Anthropology, with a Master in Educational Technology. PhD in Education. Her research lines are developed in Education for citizenship, civic engagement and teacher training in Primary Education, Secondary and University. Nicolás de-Alba-Fernández is PhD in Pedagogy -Social Sciences Didactics-. He works in the Department of Didactics of Experimental and Social Sciences, (University of Seville). Nicolás researches in Qualitative Social Research and Didactics. Among other research projects, he has participated in different European and national projects. He is Principal Investigator of the above mentioned project EDU2016-75604-P.