“Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study
Classroom discussion and deliberation of controversial public and social issues greatly contribute to democratic education; however, pre-service teachers in social studies have been poorly prepared in teaching in this area. This qualitative case study collects multiple sources of data (i.e., intervi...
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| Format: | Article |
| Language: | English |
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Saint Joseph College
2025-06-01
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| Series: | Universal Journal of Educational Research |
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| Online Access: | https://www.ujer.org/vol-4-no-2/oh-no-that-is-too-controversial-pre-service-teachers-perceptions-of-c |
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| _version_ | 1839648625121034240 |
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| author | Shouqing Si |
| author_facet | Shouqing Si |
| author_sort | Shouqing Si |
| collection | DOAJ |
| description | Classroom discussion and deliberation of controversial public and social issues greatly contribute to democratic education; however, pre-service teachers in social studies have been poorly prepared in teaching in this area. This qualitative case study collects multiple sources of data (i.e., interviews, self-reflection, and observation) from 13 participants and autoethnography, exploring pre-service elementary social studies teachers’ perceptions of deliberating controversial issues. Two research questions are targeted: 1) What is pre-service teachers’ rationale for teaching controversial issues? 2) What issues are considered controversial by pre-service social studies teachers in the classroom? Constant comparative data analysis reveals that inconsistency and confusion over defining controversy prevails while everyone holds a sound rationale for teaching controversial issues. A number of controversial issues are reported. Teacher educators must continue to devote efforts to developing student teachers’ content and pedagogical knowledge and skills in incorporating controversies in the K-12 classroom. The goal of incorporating controversies is not to avoid discomfort, but to guide young citizens through it with integrity and poise. |
| format | Article |
| id | doaj-art-8d6a59dcaa7a48ce94e70b3a83bbe5e1 |
| institution | Matheson Library |
| issn | 2960-3714 2960-3722 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Saint Joseph College |
| record_format | Article |
| series | Universal Journal of Educational Research |
| spelling | doaj-art-8d6a59dcaa7a48ce94e70b3a83bbe5e12025-06-28T12:58:27ZengSaint Joseph CollegeUniversal Journal of Educational Research2960-37142960-37222025-06-0142167187“Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case StudyShouqing Si0https://orcid.org/0000-0002-2377-2404Western New Mexico University, New Mexico, USAClassroom discussion and deliberation of controversial public and social issues greatly contribute to democratic education; however, pre-service teachers in social studies have been poorly prepared in teaching in this area. This qualitative case study collects multiple sources of data (i.e., interviews, self-reflection, and observation) from 13 participants and autoethnography, exploring pre-service elementary social studies teachers’ perceptions of deliberating controversial issues. Two research questions are targeted: 1) What is pre-service teachers’ rationale for teaching controversial issues? 2) What issues are considered controversial by pre-service social studies teachers in the classroom? Constant comparative data analysis reveals that inconsistency and confusion over defining controversy prevails while everyone holds a sound rationale for teaching controversial issues. A number of controversial issues are reported. Teacher educators must continue to devote efforts to developing student teachers’ content and pedagogical knowledge and skills in incorporating controversies in the K-12 classroom. The goal of incorporating controversies is not to avoid discomfort, but to guide young citizens through it with integrity and poise.https://www.ujer.org/vol-4-no-2/oh-no-that-is-too-controversial-pre-service-teachers-perceptions-of-ccontroversial issuespre-service teachersteacher preparationrational for teachingeducation for democracysocial studies |
| spellingShingle | Shouqing Si “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study Universal Journal of Educational Research controversial issues pre-service teachers teacher preparation rational for teaching education for democracy social studies |
| title | “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study |
| title_full | “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study |
| title_fullStr | “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study |
| title_full_unstemmed | “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study |
| title_short | “Oh, No, That Is Too Controversial!” Pre-service Teachers’ Perceptions of Controversial Issues: A Case Study |
| title_sort | oh no that is too controversial pre service teachers perceptions of controversial issues a case study |
| topic | controversial issues pre-service teachers teacher preparation rational for teaching education for democracy social studies |
| url | https://www.ujer.org/vol-4-no-2/oh-no-that-is-too-controversial-pre-service-teachers-perceptions-of-c |
| work_keys_str_mv | AT shouqingsi ohnothatistoocontroversialpreserviceteachersperceptionsofcontroversialissuesacasestudy |