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dc.contributor.authorHu, Aihua
dc.contributor.authorHuang, Lihong
dc.date.accessioned2019-04-04T12:41:45Z
dc.date.accessioned2019-04-10T07:36:34Z
dc.date.available2019-04-04T12:41:45Z
dc.date.available2019-04-10T07:36:34Z
dc.date.issued2019-04-04
dc.identifier.citationHu 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):33-50en
dc.identifier.issn2535-4051
dc.identifier.issn2535-4051
dc.identifier.urihttps://hdl.handle.net/10642/6943
dc.description.abstractThis 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.sponsorshipThe 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.isoenen
dc.publisherOsloMet University Libraryen
dc.relation.ispartofseriesNordic Journal of Comparative and International Education;Vol 3 No 1 (2019): Special Issue: ICCS 2016 Teachers' Perspectives on Civic and Citizenship Education
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 International License..en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectProfessional teacher developmentsen
dc.subjectCivic educationen
dc.subjectCitizenship educationen
dc.subjectOpen classroom climateen
dc.subjectEducation studies
dc.titleTeachers’ professional development and an open classroom climate:A comparative study of Norway, Sweden, South Korea, and Taiwanen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-04-04T12:41:45Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://dx.doi.org/10.7577/njcie.2871
dc.identifier.cristin1690284
dc.source.journalNordic Journal of Comparative and International Education (NJCIE)


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This work is licensed under a Creative Commons Attribution 4.0 International License..
Except where otherwise noted, this item's license is described as This work is licensed under a Creative Commons Attribution 4.0 International License..