The identity of civics in teacher education

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This essay proposes that a precondition for considering how teacher education can address issues of citizenship requires clarification of the identity of a civically active teacher and the purposes of teacher education. I argue for the development of critically conscious teachers, and examine how the construction and pedagogies of teacher education can support this goal. Drawing on selected examples of current practices in teacher education programs in Australia, it is argued that the aim of teacher education is to re-orientate pedagogies inside the tertiary classroom, and reposition the pedagogies of teacher education beyond the tertiary classroom to generate the transformative learning experiences needed to develop critically conscious teachers who can nurture citizens of the future. Copyright © 2004 by Pacific-Asian Education Journal.
Original languageEnglish
Pages (from-to)30-41
JournalPacific-Asian Education
Issue number1
Publication statusPublished - 2004


Halse, C. (2004). The identity of civics in teacher education. Pacific-Asian Education Journal, 16(1), 30-41.

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