A Study of Pre-Service Teachers' Conceptualizations of Academic Freedom and Controversial Issues

Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

“…The teachers stated that they mostly prefer the third position (neutral impartiality) in teaching controversial issues. Related research (Miller-Lane, Denton & Andrew May, 2006;Misco & Patterson, 2007) also found that teachers preferred the third position. Teachers that utilise this position encourage classroom discussions on a controversial issue.…”

“…Oulton et al (2004) found that teachers did not receive any formal training on teaching controversial issues. It is known that teacher candidates do not feel ready to teach controversial issues (Ersoy, 2013, Holden & Hicks, 2007Misco & Patterson, 2007) and that they lack the necessary knowledge and skills in teaching controversial issues (Robbins, Francis and Elliot, 2003).…”

“We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence

“…These, as well as the Holocaust, are often avoided on national exams and because there are few other mechanisms employed to understand what is covered, they can easily be avoided in the classroom. Often, preservice teachers are confused about the role of controversy in their teaching and are Downloaded by [University of Arizona] at 19:23 10 June 2016 uninformed about the nuances of particular issues (Misco & Patterson, 2007). Given the great variety of democratic benefits derived from addressing controversies, including increased civic participation, critical thinking skills, tolerance, interpersonal skills, interest in current events, social studies, and social issues (Harwood & Hahn, 1990), there is a need for cross-cultural linkages between educators, curricularists, and professors of education with those in Romania.…”

Preservice Social Studies Teachers' Perspectives and Understandings of Teaching in the Twenty-First Century Classroom: A Meta-Ethnography

“…And though they may not be grasping every tenet of democratic education called for by the field of education, they have shown growth in this area. For instance, Misco and Patterson (2007) found that over 80% of the participants in their study viewed the use of controversial issues as aligning with the mission of the school system. Though a microcosm of an example, this finding does illustrate how preservice teachers can hold a positive view of an essential component of a democratic education.…”