Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Abstract

This study explored pre-service teachers’ (N = 37) perceptions about teaching controversial global and local topics. Additionally, it examined participants’ level of preparedness, motivation and perceived hindrances to teaching controversial issues. To do so, the study used a interpretive phenomenological approach (IPA). Data from written reflections and semi-structured interviews showed 80 percent of participants lacked exposure to college work that examined controversial issues prior to taking Social Studies Methods course. However, after taking the course, participants were able to identify controversial topics, but they still displayed limited critical awareness and conceptualization of teaching controversial issues. Other findings pointed to the benefits of teaching controversial topics in a planned and intentional manner.

Finnish University Students’ Views on Climate Change Education and Their Own Ability to Act as Climate Educators

“…Increasing multidisciplinarity is hampered by challenges in teaching staff collaboration, such as the epistemic starting points and the pedagogical perspectives of teachers in different subjects, which are not always easy to combine [61]. Addressing controversial issues such as CC can arouse strong opinions and feelings in both teachers and students and can therefore be an unpleasant experience for teachers especially [60][61][62][63]. Teaching topics about CC is also hindered by the lack of appropriate teaching methods [11,41] and teaching materials considered appropriate and functional [62].…”

“…It is also mentioned in connection to the topic "Sustainable Lifestyle and Global Responsibility", where "the student knows the factors influencing climate change and they are aware of the significance for the environment and human activities" [16] (pp. [60][61][62][63][64]. For individual subjects, CC has been mentioned in the main contents of biological "Ecology and Environment" studies, which states the ecological effects of CC [15] (p. 142), and geographical "World in Change" studies, according to which the lessons dealt with CC [15] (p. 148) already in the previous curricula, published in 2015.…”

Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program

“…Apparently, not enough is done in teacher education programs in many countries, including South Africa, the United States, and England, to adequately equip pre-service teachers with the necessary skills, including controversial topics which constitute an important component of teaching and learning in Social Sciences (Chikoko et al, 2011, cited in Nganga et al, 2020. In this regard, Nganga et al (2020) argued that pre-service teachers struggle to effectively identify, conceptualize, and teach controversial topics in Social Sciences. Nganga et al (2020, p. 78) further argued that teacher education programs "… do not explicitly develop or recognize the discursive and explorative methods associated with [the] integration of controversial topics".…”

“…Final year pre-service teachers are most confident to teach when they possess the required content knowledge (Hudson, 2011;Nganga et al, 2020). Effective teachers are expected to possess a wealth of content knowledge, and to have a good theoretical base and good pedagogical and instructional strategies (Cochran-Smith & Lytle, 1999).…”

“…We have not been taught Geography in depth, but we are expected to teach Geography at school during teaching practical and it is difficult for us to teach." Hudson (2011) and Nganga et al (2020) agreed that teachers who do not possess adequate content knowledge are not confident enough to teach. However, they can possess deeper content knowledge that is not necessarily aligned with the school curriculum.…”