The aim of the study is to examine the opinions of social studies teacher candidates about teaching controversial subjects. The phenomenology (fenemonoji) pattern, which is one of the qualitative research methods, was used in the study. The study group of the research; It consists of 38 teacher candidates studying at the 4th grade level. Teacher candidates were determined by criterion sampling method. The data were collected with a semi-structured interview form by the researcher from 4th grade teacher candidates.The analysis of the research was done with the descriptive analysis technique. Appropriate categories were created depending on the opinions of the teacher candidates. The same procedures were carried out by two field experts. The categories created by the researchers were compared and the percentages of agreement were calculated. The agreement percentage was found to be 90.80 in total. Opinions are presented in table form. Direct quotations are given under the tables and they are discussed with researches. According to the results of the research, the concept of controversial issues by social studies teacher candidates; Although most often defined as relative issues, controversial issues; It was stated that it has the characteristic of having diversity of opinion and it is important in terms of gaining skills. According to social studies teacher candidates, the most controversial subject is economics. During the teaching of controversial topics, it is necessary to pay attention to the issue of regular and impartial discussion management. The lack of discussion culture (etiquette) in the teaching of controversial issues was seen as a problem. When the statements of the pre-service teachers are examined, it is seen that "creating a democratic environment" is the most common solution to the problems experienced in teaching controversial subjects.
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