dc.contributor.author | Hu, Aihua | |
dc.contributor.author | Huang, Lihong | |
dc.date.accessioned | 2019-04-04T12:41:45Z | |
dc.date.accessioned | 2019-04-10T07:36:34Z | |
dc.date.available | 2019-04-04T12:41:45Z | |
dc.date.available | 2019-04-10T07:36:34Z | |
dc.date.issued | 2019-04-04 | |
dc.identifier.citation | Hu A, Huang L. Teachers’ professional development and an open classroom climate:A comparative study of Norway, Sweden, South Korea, and Taiwan. Nordic Journal of Comparative and International Education (NJCIE). 2019;3(1):33-50 | en |
dc.identifier.issn | 2535-4051 | |
dc.identifier.issn | 2535-4051 | |
dc.identifier.uri | https://hdl.handle.net/10642/6943 | |
dc.description.abstract | This article examines teachers’ professional development (PD) in terms of content knowledge and teaching methods, their sense of preparedness in teaching, and their teaching practice of civic and citizenship education (CCE) in lower secondary schools in Norway, Sweden, South Korea, and Taiwan, and how these variables influence students’ experience of classroom climate. We use data from the International Civic and Citizenship Education Study (ICCS 2016) initiated by the International Association for the Evaluation of Educational Achievement (IEA). ICCS 2016 data from these four places contain responses from teachers (N=7,159), and students (N=16, 089; average age =14.4 years) from 558 schools. We find that the more PD training on CCE topics and teaching methods teachers receive, the higher their sense of preparedness in teaching CCE in all four education systems. We also find that students of different cultures have different experiences about open classroom climates despite that teacher’s in the four places have utilized the same teaching approaches. | en |
dc.description.sponsorship | The analysis of this article is part of the ICCS 2016 study in Norway, financed by the Norwegian Directorate for Education and Training. | en |
dc.language.iso | en | en |
dc.publisher | OsloMet University Library | en |
dc.relation.ispartofseries | Nordic Journal of Comparative and International Education;Vol 3 No 1 (2019): Special Issue: ICCS 2016 Teachers' Perspectives on Civic and Citizenship Education | |
dc.rights | This work is licensed under a Creative Commons Attribution 4.0 International License.. | en |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.subject | Professional teacher developments | en |
dc.subject | Civic education | en |
dc.subject | Citizenship education | en |
dc.subject | Open classroom climate | en |
dc.subject | Education studies | |
dc.title | Teachers’ professional development and an open classroom climate:A comparative study of Norway, Sweden, South Korea, and Taiwan | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2019-04-04T12:41:45Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | https://dx.doi.org/10.7577/njcie.2871 | |
dc.identifier.cristin | 1690284 | |
dc.source.journal | Nordic Journal of Comparative and International Education (NJCIE) | |