Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices

Abstract

This goal of this mixed-methods study was to examine teachers' beliefs about citizenship and citizenship education in a social studies methods course that emphasized social action. Nineteen graduate students participated in the study and completed two pre- and posttest surveys that measured three citizenship worldviews and self-reported civic knowledge. Qualitative data sources included document collection and individual interviews. Results showed increased scores on indices of justice-oriented citizenship and civic knowledge, and that the implementation of a social action project changed beliefs and practices. The participants overcame initial concerns and constraints and recognized the value of a social action project in terms of student learning and their own teaching practices.