Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Abstract

Purpose

The need for strong civic education is constant, and teachers are essential to the delivery of civic education in the classroom. Teachers need confidence and competence to transform students’ civic literacy beyond basic levels to deeper levels preparing them to navigate complexities of American democracy. This study explored the impact of an intentional course experience examining teacher candidates’ perceptions of civic literacy and their perceived ability to integrate civic literacy into the curriculum.

Design/methodology/approach

This mixed methods study explored teacher candidates (n = 119) perceptions of civic literacy and their perceived ability to integrate civic literacy into the curriculum. Data were collected using pre- and post-surveys. Data were analyzed using quantitative and qualitative methods. Results were analyzed using paired sample t-tests. Qualitative data were analyzed using a general inductive coding process.

Findings

Study results indicated a significant difference in pre- and post-responses for both increased knowledge of civic literacy and teacher candidates' perceptions regarding the ability to integrate civic literacy into their future curriculum. Qualitative data indicated teacher candidates expanded civic literacy understanding.

Originality/value

This study emphasized the importance of teacher candidates understanding and integrating civic literacy into their curriculum. Findings show candidates start with low civic literacy and lack integration skills. Education must move beyond compartmentalized social studies. Teachers need both knowledge and skills to educate students in civic literacy effectively, preparing learners for civic engagement. Future studies should embed in-depth qualitative data within quantitative responses and examine professors’ pedagogical practices and focus on civic literacy.

Citation

Willis, J.M., Baker, S.F. and Shulsky, D. (2024), "Elementary school teacher candidates’ perceptions on defining and integrating civic literacy", Social Studies Research and Practice, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/SSRP-07-2024-0040