Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators

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Abstract

Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued.

Original languageAmerican English
Article number103013
JournalTeaching and Teacher Education
Volume89
DOIs
StatePublished - Mar 2020

Bibliographical note

Publisher Copyright:
© 2019 Elsevier Ltd

Keywords

  • Civics
  • Controversial issues
  • Educational objectives
  • Israel
  • Teacher education knowledge base
  • Teaching methods

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