Perceptions of Controversy: Developing Preservice Teachers' Agency for Teaching Controversial Issues

• In Event: Critical and Controversial Topics in Social Studies Teaching

Abstract

This paper discusses twenty-one preservice social studies teachers’ conceptions of teaching and focuses specifically on their intended purpose for teaching about controversial issues. This study builds upon the findings of Misco and Patterson (2007) to examine more deeply preservice teachers intentions, and thus agency, in teaching controversial issues. A better understanding of preservice teachers thinking about discussion of controversial issues could help teacher educators address the challenge in motivating future teachers to change the status quo in classrooms. The preservice teachers demonstrated their thinking by discussing their beliefs, attitudes, and intentions on fifteen or more controversial issues and developing a controversial issue lesson plan on a topic of their choice.

Author

• J. Spencer Clark, Utah State University