Civics and citizenship education in NSW secondary schools : case studies of the impact of authoritative expert content and multimedia technology in the classroom

Abstract

This study examines teachers’ perspectives and experiences with civics and citizenship education (CCE) in secondary school classrooms in NSW. It investigates the pedagogical approaches of teachers of History and Geography in CCE and the ways in which technology is used in teaching practice. It is a study based on qualitative research methods and design. The research methodology adopts a multiple case study approach that incorporates an action research orientation. Sixteen teachers participated in the study in five NSW secondary schools. The research findings revealed that teachers approached CCE with reference to the NSW syllabus in a diverse range of ways. These approaches were categorised as follows: empathetic, rights and responsibilities based, values based, community based, and critically inquiring. While teachers tended to adopt a mix of these approaches in classroom teaching practice, the above approaches were discemable. Teaching approaches to CCE depended on several factors including school context, levels of student literacy and language skills, access to technology, and length of teaching experience. The research revealed the complex nature of the challenges facing CCE teachers in response to changing contemporary local, national and international events. The findings identify a continuing need for pre-service training, inservice training and professional development in CCE for secondary school teachers. Data gathered on teachers’ use of technology in classroom teaching showed differences in the pedagogical approaches adopted by CCE teachers in different schools. Differences in teaching approaches were shaped by teachers’ access to equipment and facilities, communication networks, and maintenance and support of technology for classroom teaching. The ‘digital divide’ revealed by the data influenced the ways in which participating teachers approached the use of technology for classroom teaching. The wider opportunities that existed in some schools to engage technology appeared to extend teacher’s ability to build knowledge of content and teaching (KCT) and knowledge of students and content (KSC) with respect to the use of technology. Limited and unequal access to technology for classroom teaching practice holds implications for the development of teachers’ pedagogical content knowledge (PCK). A technological ‘digital divide’ has the potential to be mirrored in a ‘pedagogical divide’ in approaches to teaching with varied possibilities and outcomes for teachers and students in different schools. In addition to investigating existing teaching practice, in secondary schools this study explored different pedagogical approaches to CCE in the classroom. The action research orientation adopted relied on the earlier investigation of classroom practice with participating teachers. The methods that were applied combined authoritative expert content (AEC), instructional strategies, and video technology. The study explored the perceived impact of these methods on teacher knowledge and student knowledge in classroom settings. The research design facilitated the use of AEC in classrooms with participating teachers and over 800 secondary school students from 2002- 2005. Participating teachers perceived student involvement with AEC in the classroom as beneficial to student motivation and knowledge building in civics and citizenship within the NSW syllabus. The impact of AEC on teacher knowledge suggested an enhancement of teacher content knowledge with particular emphasis on specialised content knowledge (SCK) in CCE. Teacher’s participation in the study was perceived to have enhanced pedagogical content knowledge (PCK) in CCE to some extent. The pedagogical methods based on AEC and the use of video technology demonstrated a capacity to stimulate learning and build knowledge through collaborative teaching partnerships in CCE.