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Research on Teacher Identity pp 169–179Cite as

Teacher Identity and Political Instruction

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Abstract

Political instruction is considered a hallmark of a quality K-12 civic education; however, most of the research in this area has focused on how students receive such instruction or how external pressures exacerbate teachers’ fears associated with broaching controversial issues in their classes. In this chapter, I explore the relationship between teacher identity and political instruction. My purpose is not to explicitly define how teachers’ identities influence their political instruction; rather, this chapter serves as a call for increased attention to the role teacher identity may play in K-12 political instruction.

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Author information

Authors and Affiliations

  1. Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, NC, USA

    Wayne Journell

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  1. Wayne Journell
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Correspondence to Wayne Journell .

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Editors and Affiliations

  1. University of Texas, San Antonio, Texas, USA

    Paul A. Schutz

  2. University of Oklahoma, Norman, Oklahoma, USA

    Ji Hong

  3. Indiana University, Bloomington, Indiana, USA

    Dionne Cross Francis

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Journell, W. (2018). Teacher Identity and Political Instruction. In: Schutz, P., Hong, J., Cross Francis, D. (eds) Research on Teacher Identity. Springer, Cham. https://doi.org/10.1007/978-3-319-93836-3_15

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  • DOI: https://doi.org/10.1007/978-3-319-93836-3_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93835-6

  • Online ISBN: 978-3-319-93836-3

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