Teachers' Conceptions of and Lesson Plans for Teaching Controversial Issues: Limitations for Deploying Their Pedagogical Potential.
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| Title: | Teachers' Conceptions of and Lesson Plans for Teaching Controversial Issues: Limitations for Deploying Their Pedagogical Potential. |
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| Authors: | Toledo Jofré, María Isabel1 maria.toledo@udp.cl, Stein, Renato Gazmuri1 renato.gazmuri@udp.cl |
| Source: | Education as Change. 2019, Vol. 23 Issue 1, p1-16. 16p. |
| Subject Terms: | *Teaching of controversial topics, Social conflict |
| Abstract: | Teaching "controversial issues" has a high pedagogical potential for students to understand the characteristics of social conflicts and to become critical citizens. Twenty Chilean secondary education Social Studies teachers were invited to participate in a group interview and workshop to establish their conceptions of controversial issues and to design lesson plans for teaching such issues. The data showed that although teachers recognise some of the key elements that define these issues and recognise their pedagogical potential, they do not link them with learning the characteristics of social conflict and do not seek to deepen students' understanding of the actors and interests involved in such issues. The data reveal a tension between transmitting to students an interpretation of the traumatic issue in question and creating the conditions for students to analyse the different interpretations that may be in conflict. Therefore, to deploy the pedagogical potential of controversial issues, teachers need to refrain from expressing univocal truths and to question their position as owners and transmitters of knowledge. [ABSTRACT FROM AUTHOR] |
| Copyright of Education as Change is the property of Unisa Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149038643 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' Conceptions of and Lesson Plans for Teaching Controversial Issues: Limitations for Deploying Their Pedagogical Potential. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Toledo+Jofré%2C+María+Isabel%22">Toledo Jofré, María Isabel</searchLink><relatesTo>1</relatesTo><i> maria.toledo@udp.cl</i><br /><searchLink fieldCode="AR" term="%22Stein%2C+Renato+Gazmuri%22">Stein, Renato Gazmuri</searchLink><relatesTo>1</relatesTo><i> renato.gazmuri@udp.cl</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+as+Change%22">Education as Change</searchLink>. 2019, Vol. 23 Issue 1, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+of+controversial+topics%22">Teaching of controversial topics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+conflict%22">Social conflict</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teaching "controversial issues" has a high pedagogical potential for students to understand the characteristics of social conflicts and to become critical citizens. Twenty Chilean secondary education Social Studies teachers were invited to participate in a group interview and workshop to establish their conceptions of controversial issues and to design lesson plans for teaching such issues. The data showed that although teachers recognise some of the key elements that define these issues and recognise their pedagogical potential, they do not link them with learning the characteristics of social conflict and do not seek to deepen students' understanding of the actors and interests involved in such issues. The data reveal a tension between transmitting to students an interpretation of the traumatic issue in question and creating the conditions for students to analyse the different interpretations that may be in conflict. Therefore, to deploy the pedagogical potential of controversial issues, teachers need to refrain from expressing univocal truths and to question their position as owners and transmitters of knowledge. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education as Change is the property of Unisa Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=149038643 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25159/1947-9417/3699 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Teaching of controversial topics Type: general – SubjectFull: Social conflict Type: general Titles: – TitleFull: Teachers' Conceptions of and Lesson Plans for Teaching Controversial Issues: Limitations for Deploying Their Pedagogical Potential. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Toledo Jofré, María Isabel – PersonEntity: Name: NameFull: Stein, Renato Gazmuri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 16823206 Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: Education as Change Type: main |
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