Exploration of immigrant in-service and pre-service teachers’ conception and practice of citizenship in the United States

Abstract

This study is aimed at exploring public school in- and pre-service teachers’ conception, understanding and practice of citizenship in the United States. Using a case study design, this study documents how two public school in- and pre-service teachers as immigrants in the Midwest, the United States conceptualize and practise citizenship in their daily lives. The findings indicated social isolation and civic disengagement are the main factors impacting their development of citizenship. In addition, the findings illustrated immigrant in- and pre-service teachers take different actions for citizenship at their personal and professional level than non-immigrant in- and pre-service teachers.