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Based on this observation, the study examines how teacher candidates in Ontario, Canada frame citizenship education curriculum policy documents. Using frame analysis, it investigates four candidates’ framing of citizenship, their perceptions of using policy documents, and how school-based policy influence networks affect them. Findings show misalignments that candidates navigate to foster civic action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-candidates-policy-agency-to-reframe-the-meaning-of-citizenship-in-the-ontario-secondary-school-curriculum/596115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-candidates-policy-agency-to-reframe-the-meaning-of-citizenship-in-the-ontario-secondary-school-curriculum/596115.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study investigate about teacher candidates and citizenship education policy?","Question",{"text":112,"@type":113},"It examines how teacher candidates frame citizenship, how they perceive their use of Ontario curriculum policy documents, and how policy-influence networks affect their schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodology is used to analyze teacher candidates’ policy framing activities?",{"text":117,"@type":113},"The study uses a frame analysis methodology to examine the candidates’ framing practices and perceptions in relation to curriculum policy documents.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about policy pressure and civic engagement?",{"text":121,"@type":113},"Broader policy pressures appear to reinforce formal curriculum policy that does not explicitly encourage civic engagement, leading candidates to work around misalignments to support student civic action.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596115,1792209111,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teacher Candidates’Policy Agency to Reframe the Meaning of Citizenship in the Ontario Secondary School Curriculum  \nJesse K. Butler  \nUniversity of Ottawa  \nPeter Milley  \nUniversity of Ottawa  \nAbstract  \nCurriculum policy implementation occurs within a network of state, district, school, and classroom level policies that operate within and around educators’ use of formal curriculum policy documents. Starting from this observation, we report a study of teacher candidates’policy framing activities in their use of citizenship education curriculum policy documents in the Province of Ontario, Canada. We use a frame analysis methodology to examine how four teacher candidates from one Teacher Education Program in Ontario (1) frame citizenship,(2) perceive their use of the curriculum policy document, and (3)  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nperceive the influence of a network of curriculum policy influences in their schools. Findings reveal that the candidates each have unique ways of framing citizenship, which align to varying degrees with how the documents frame citizenship. Candidates portray themselves as able to work around policy requirements and pressures where those are misaligned with their own framings of citizenship. They needed to do this to foster student civic action. On balance, broader policy pressures appear to reinforce formal curriculum policy that does not explicitly encourage civic engagement. We conclude the formal curriculum should incorporate a specific requirement in this area to provide policy leverage to educators interested in teaching through student civic action. We also take up the issue of potential politicization of the citizenship education through teacher education programs, with our findings suggesting this is highly unlikely.  \nKeywords: curriculum, policy, politics, citizenship, citizenship education, frame analysis, Canada, secondary school, high school  \nRésumé  \nLa mise en œuvre de politiques en matière de programmes d’études s’effectue dans le cadre d’un réseau de politiques au niveau de l’État, du district, de l’école et de la salle declasse, grâce à et autour de l’utilisation des documents-cadres par les enseignants du programme d’études. Partant de cette observation, nous présentons une étude sur les activités de conception des politiques des futurs enseignants dans leur utilisation des documentscadres du programme d’éducation à la citoyenneté de l’Ontario, au Canada. Nous utilisons une méthodologie d’analyse de cadre (frame analysis) pour examiner comment quatre candidats à l’enseignement d’un programme de formation des enseignants en Ontario (1) définissent la citoyenneté,(2) perçoivent leur utilisation du document-cadre du programme, et (3) perçoivent l’effet d’un réseau d’influences des politiques de programme d’études dans leurs écoles. Les résultats révèlent que les candidats ont chacun une façon unique dedéfinir la citoyenneté, qui correspond à des degrés divers à la façon dont les documents définissent la citoyenneté . Les candidats se présentent comme capables de contourner lesexigences et les pressions politiques lorsque celles-ci ne correspondent pas à leur propreconception de la citoyenneté, ce qu’ils ont dû faire pour encourager l’action civique des étudiants. Dans l’ensemble, les pressions politiques plus larges semblent renforcer la  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \npolitique officielle des programmes d’études qui n’encourage pas expressément l’engagement civique. Nous concluons que le programme d’études officiel devrait intégrer uneexigence spécifique dans ce domaine afin de fournir un levier politique aux éducateursintéressés par l’enseignement par l’action civique des étudiants. Nous abordons également la question de ","cbCaiiTPNlhaA3Ez","https://ap.wps.com/l/cbCaiiTPNlhaA3Ez","pdf",190020,29,"English","# Introduction\n## Study Purpose and Research Focus\n## Curriculum Policy Framing Approach","[{\"question\":\"What question does the study investigate about teacher candidates and citizenship education policy?\",\"answer\":\"It examines how teacher candidates frame citizenship, how they perceive their use of Ontario curriculum policy documents, and how policy-influence networks affect their schools.\"},{\"question\":\"What methodology is used to analyze teacher candidates’ policy framing activities?\",\"answer\":\"The study uses a frame analysis methodology to examine the candidates’ framing practices and perceptions in relation to curriculum policy documents.\"},{\"question\":\"What do the findings suggest about policy pressure and civic engagement?\",\"answer\":\"Broader policy pressures appear to reinforce formal curriculum policy that does not explicitly encourage civic engagement, leading candidates to work around misalignments to support student civic action.\"}]","Teacher Candidates’ Policy Agency to Reframe the Meaning of Citizenship in the Ontario Secondary School Curriculum | PDF",1792082468,73]