Citizenship teachers: different types, different needs

This paper outlines the diverse nature of citizenship education provision in England and raises some of the problems this creates in relation to the initial and continued professional development of pre-service and in-service teachers, a situation exacerbated by the reduction in state authorised citizenship teacher education programmes. It goes on to identify some of the variety of citizenship teacher academic backgrounds and some of the challenges which arise for both specialist and non-specialist citizenship teachers in addressing divergent, complex – and sometimes invisible – modes of subject provision. It is argued that differences in school provision, teacher background and attitude(s) to the subject require sensitivity in the construction and delivery of programmes intended to enhance teacher confidence and competence in citizenship education. A typology of the ‘8 Cs’ of citizenship teachers is identified – Co-existence Colonisation Commitment Compliance Conflict Convenience Conversion Cynicism – and discussed, outlining the range of needs and attitudes among specialist and non-specialist teachers of citizenship education, and some recommendations are offered regarding how these can be approached