Accessibility statement

Teacher education for citizenship: Changing policies and curricula in Kazakhstan, the UK and Australia

Lynne Parmenter, Nazarbayev University, Kazakhstan. Ian Davies, University of York, UK. Libby Tudball, Monash University, Australia.

In all countries, education plays an important role in developing citizens who are prepared and motivated to engage actively in their communities, the nation and the world. Citizenship education does not just mean learning about national history, geography and governmental structures, although this is one small part of it. Citizenship education covers the knowledge, skills, values/attitudes and action required to educate children as engaged, informed and competent participants in their social and political worlds. This means it is a very broad area, covering everything from active participation in the school community to IT and language skills to access knowledge about global issues, and critical thinking skills to be able to interpret this knowledge and do something about it. Education for local, national and global citizenship is a theme found throughout education policies and curricula, at all stages of education. Teachers play a key role in citizenship education, and examining the ways they are prepared for this role through teacher education can provide insights into what teachers are expected to do, how they are expected to do it, and why.

Aim: The aim of the proposed project is to conduct a comparative analytical study of teacher education policies and curricula in Kazakhstan, the UK and Australia, focusing on citizenship education.    

Research questions: Based on previous international research undertaken by all three researchers, the project will answer the following questions:

(1)   What are the citizenship skills, knowledge and values/attitudes/qualities required by governments of teachers in Kazakhstan, the UK and Australia?

(2)   How is teacher education structured in Kazakhstan, the UK and Australia to assure and facilitate acquisition of the knowledge, skills and values/attitudes/qualities considered by the government to be necessary?

(3)   How is citizenship education formulated and implemented in policy and curriculum in Kazakhstan, the UK and Australia?

(4)   What are the implications of (1), (2) and (3) for citizenship education in the three countries?