Keywords
social problems
active citizenship
social studies education
teacher training temas controvertidos
problemas sociales
ciudadanía activa
enseñanza de las ciencias sociales
formación del profesorado
How to Cite
Abstract
Based on a pre-experimental design with a cross-sectional prospective cut, we analyze the perceptions of future Ibero-American social science teachers (n = 263) on the curricular relevance of controversial issues and social problems. We identify the existence of interdependent relationships between intervention in the social environment and the development of critical and creative -social- thinking as an educational goal. The Scale of Interest in Innovative Teaching Practices (Santos et al., 2017) was applied, completed ad hoc with specific aspects linked to controversial issues and social problems. The results obtained report statistically significant higher values and a moderate effect size in women on the desirability of convenience of teaching to participate and intervention in the social environment of students. Age seems to affect the specific interest in promoting social thinking skills, entrepreneurship and autonomous learning. According to these results, training plans should provide the pedagogical and substantive knowledge necessary to work on the diversity of interpretations and the multiperspective in social studies education.
References
Abellán, J. (2015). La reflexión sobre las finalidades de la enseñanza de la Historia: Un estudio de caso en la formación inicial del profesorado en el sistema educativo mexicano [Tesis Doctoral, Universitat Autònoma de Barcelona]. Dipòsit digital de documents de la UAB.
Asimeng‐Boahene, L. (2007). Creating strategies to deal with problems of teaching controversial issues in social studies education in African schools. Intercultural Education, 18(3), 231-242. https://doi.org/10.1080/14675980701463588
Avery, P., Levy, S., y Simmons, A. (2013). Deliberating controversial public issues as part of civic education. The Social Studies, 104(3), 105-114. https://doi.org/10.1080/00377996.2012.691571
Aynuz, A. (2020). The percetions, attitudes and opinions of teacher candidates of social studies towards teaching controversial topics [Master Thesis], Bolu Abant İzzet Baysal University.
Baki-Pala, Ç. (2020). Exploring controversial and sensitive issues in the context of social studies educatıon: An action research [Unpublished Doctoral Distertation], Marmara University.
Bourke, T., L’Estrange, L., Willis, J., Alford, J., Davis, J., Henderson, D., Tambyah, M., Henderson, S., y Clark-Fookes, T. (2022). Integrated curriculum approaches to teaching in initial teacher education for secondary schooling: A systematic review. Australian Journal of Teacher Education, 47(3), 36-56. https://doi.org/10.14221/ajte.2022v47n3.3
Byford, J., Lennon, S., y Russell, W. (2009). Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165-170. https://doi.org/10.3200/tchs.82.4.165-170
Byrd, D. (2012). Social Studies Education as a Moral Activity: Teaching towards a just society. Educational Philosophy and Theory, 44(10), 1073-1079. https://doi.org/10.1111/j.1469-5812.2011.00761
Cassar, C., Oosterheert, I., y Meijer, P. C. (2021). The classroom in turmoil: Teachers’ perspective on unplanned controversial issues in the classroom. Teachers and Teaching, 27(7), 656-671. https://doi.org/10.1080/13540602.2021.1986694
Cassar, C., Oosterheert, I., y Meijer, P. C. (2023). Why teachers address unplanned controversial issues in the classroom. Theory & Research in Social Education, 1-31. https://doi.org/10.1080/00933104.2022.2163948
Chikoko, V., Gilmour, J., Harber, C., y Serf, J. (2011). Teaching controversial issues and teacher education in England and South Africa. Journal of Education for Teaching, 37(1), 5-19. https://doi.org/10.1080/02607476.2011.538268
Cho, H. (2018). Professional judgement and cultural critical consciousness: the dynamics of teachers’ decision-making for teaching controversial cultural issues. Multicultural Education Review, 10(4), 253-273. https://doi.org/10.1080/2005615x.2018.1532709
Conway, M. (2010). An exploration of sensitive issues in history teaching at secondary school level in England and Northern Ireland 1991-2001. (Doctoral Thesis). University of London, London. Unpublished.
Dewhurst, D. W. (1992). The teaching of controversial issues. Journal of Philosophy of Education, 26(2), 153-163. https://doi.org/10.1111/j.1467-9752.1992.tb00277.x
Evans, R. W. (2021). Handbook on Teaching Social Issues. AGE.
Gert-Jan Wansink, B., Mol, H., Kortekaas, J., y Mainhard, T. (2023). Discussing controversial issues in the classroom: Exploring students' safety perceptions and their willingness to participate. Teaching and Teacher Education, 125, 104044. https://doi.org/10.1016/j.tate.2023.104044
González, A., y García, C. R. (2022). Niveles de comprensión práctica de la literacidad visual crítica y arte urbano en el futuro profesorado de Educación Infantil. Aula Abierta, 51(1), 57-66. https://doi.org/10.17811/rifie.51.1.2022.57-66
Hair, J. F. Jr., Black, W. C., Babin, B. J., y Anderson, R. E. (2010). Multivariate data analysis. Upper Saddle River.
Hammer, A. (2021). Using forum theatre to address homosexuality as a controversial issue in religious education. British Journal of Religious Education, 45(1), 23-33. https://doi.org/10.1080/01416200.2021.2010652
Hand, M. (2008). What should we teach as controversial? A defence of the epistemic criterion. Educational Theory, 58(2), 213-228.
Hand, M., y Levinson, R. (2012). Discussing controversial issues in the classroom. Educational Philosophy and Theory, 44(6), 614-629. https://doi.org/10.1111/j.1469-5812.2010.00732.x
Hawley, T., Crowe, A., y Mooney, E. (2016). Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(3), 85-90. https://doi.org/10.1080/00098655.2016.1181046
Hernández, R., Fernández, C., y Baptista, P. (2010). Metodología de la investigación. McGraw-Hill.
Ho, L., y Seow, T. (2015). Teaching Controversial Issues in Geography: Climate Change Education in Singaporean Schools. Theory y Research in Social Education, 43(3), 314-344. https://doi.org/10.1080/00933104.2015.1064842
Hung, Y. (2019). To teach or not teach controversial public issues in Taiwan? Asia Pacific Journal of Education, 39(4), 1-15. https://doi.org/10.1080/02188791.2019.1671807
Jerome, L., y Elwick, A. (2019). Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education, 46(2), 222-237. https://doi.org/10.1080/03054985.2019.1667318
Kello, K. (2015). Sensitive and controversial issues in the classroom: teaching history in a divided society. Teachers and Teaching, 22(1), 35-53. https://doi.org/10.1080/13540602.2015.1023027
Kuş, Z., y Öztürk, D. (2019). Social Studies Teachers’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44(8), 15-37. https://doi.org/10.14221/ajte.2019v44n8.2
Martínez, L. (2017). Socialización diferenciada por razón de género en Educación Infantil: Un estudio etnográfico. Revista Complutense de Educación, 29(3), 919-934. https://doi.org/10.5209/rced.54263
Mathison, S., y Ross, E. (2022). Critical Education. En A. Maisuria (Ed.), Encyclopaedia of Marxism and Education (pp. 129-146). Brill. https://doi.org/10.1163/9789004505612_009
Mcpherson, A., Forster, D., y Kerr, K. (2022). Controversial issues in the Australian educational context: Dimension of politics, policy and Practice. Asia-Pacific Journal of Teacher Education, 51(2), 113–127. https://doi.org/10.1080/1359866x.2022.2152310
Meral, E., Kayaalp, F., y Başçı-Namlı, Z. (2022). The Role of Argumentative Writing in
Teaching Controversial Issues: A Mixed Methods Research. International Journal of
Contemporary Educational Research, 9(1), 143-163. https://doi.org/10.33200/ijcer.103341
Misco, T. (2013). ‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school. Intercultural Education, 24(5), 401-416. https://doi.org/10.1080/14675986.2013.842663
Misco, T., y Lee, L. (2014). ‘There is no such thing as being Guamanian’: Controversial Issues in the Context of Guam. Theory y Research in Social Education, 42(3), 414-439. https://doi.org/10.1080/00933104.2014.906334
National Council for Social Studies [NCSS]. (2016). Academic freedom and the social studies educator. Social Education, 80(3), 186. https://bit.ly/3j1cLJz
Nganga, L., Roberts, A., Kambutu, J., y James, J. (2020). Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies. The Journal of Social Studies Research, 44(1), 77-90. https://doi.org/10.1016/j.jssr.2019.08.001
Ortega-Sánchez, D., y Pagès, J. (2017). Las representaciones sociales de los problemas contemporáneos en estudiantes de magisterio de Educación Primaria. Investigación en la Escuela, 93, 1-15. https://doi.org/10.12795/IE.2017.i93.01
Ortega-Sánchez, D. (Ed.) (2022a). Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Springer.
Ortega-Sánchez, D. (2022b). Relevant Social Problems, Socially Alive Questions, and Gender in Social Science Teaching: A Conceptual and Methodological Review for the Development of Social Thinking Skills. En N. Rezaei (Ed.), Integrated Education and Learning. Integrated Science (Vol. 13, pp. 281-295). Springer. https://doi.org/10.1007/978-3-031-15963-3_16
Ortega-Sánchez, D., y Pagès, J. (2020). The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences, 9(2), 9. https://doi.org/10.3390/socsci9020009
Ortega-Sánchez, D., y Pagès, J. (2019). Las emociones y los sentimientos en la enseñanza de la Historia y de las Ciencias Sociales. En M. J. Barroso-Hortas, A. Dias D'Almeida y N. de Alba-Fernández (Eds.), Enseñar y aprender didáctica de las Ciencias Sociales: la formación del profesorado desde una perspectiva sociocrítica (pp. 118-127). Ediciones Escola Superior de Educação.
Ortega-Sánchez, D., y Pagès, J. (2022). Enseñar temas controvertidos en Ciencias Sociales: actitudes y prácticas del profesorado de Educación Secundaria. En J. C. Bel, J. C. Colomer y N. de Alba-Fernández (Eds.), Repensar el currículum de Ciencias Sociales: prácticas educativas para una ciudadanía crítica (pp. 1163-1190). Tirant Lo Blanch.
Öztürk, D. (2022). Controversial issues: A mixed study with middle school students. Participatory Educational Research, 9(4), 1-18. https://doi.org/10.17275/per.22.1.9.4
Pace, J. (2019). Contained risk-taking: Preparing preservice teachers to teach controversial issues in three countries. Theory & Research in Social Education, 47(2), 228-260. https://doi.org/10.1080/00933104.2019.1595240
Pace, J. L. (2021). Hard questions: Learning to teach controversial issues. Rowman & Littlefield Publishers.
Pagès, J. (2012). Enseñar a enseñar participar. En N. de Alba, F. F. García y A. Santisteban (Eds.), Educar para la participación ciudadana en la enseñanza de las ciencias sociales (pp. 199-209). Universidad de Sevilla.
Pagès, J., y Santisteban, A. (2014). Una mirada del pasado al futuro en la Didáctica de las Ciencias Sociales. En J. Pagès y A. Santisteban (Eds.), Una mirada al pasado y un proyecto de futuro. Investigación e Innovación en Didáctica de las Ciencias Sociales, vol. 1 (pp. 17-39). Universitat Autònoma de Barcelona.
Penner, A. (2019). STEAM and Social Studies: Creating an Integrated Classroom [Master Thesis], DigitalCommons@Hamline. https://digitalcommons.hamline.edu/hse_cp/288
Pineda-Alfonso, J. A., y Navarro-Medina, E. (2019). Education for citizenship to integrate the curriculum. En J. A. Pineda-Alfonso, N. de-Alba-Fernández y E. Navarro-Medina (Eds.), Handbook of research on education for participative citizenship and global prosperity (pp 481-499). IGI Global.
Pollak, I., Segal, A., Lefstein, A., y Meshulam, A. (2017). Teaching controversial issues in a fragile democracy: defusing deliberation in Israeli primary classrooms. Journal of Curriculum Studies, 50(3), 387-409. https://doi.org/10.1080/00220272.2017.1397757
Reiss, M. (2019). Evolution education: treating evolution as a sensitive rather than a controversial issue. Ethics and Education, 14(3), 351-366. https://doi.org/10.1080/17449642.2019.1617391
Sætra, E. (2020). Discussing controversial issues in the classroom: Elements of good practice. Scandinavian Journal of Educational Research, 65(2), 345-357. https://doi.org/10.1080/00313831.2019.1705897
Santisteban, A. (2019). La enseñanza de las ciencias sociales a partir de problemas sociales o temas controvertidos: Estado de la cuestión y resultados de una investigación. El Futuro del Pasado, 10, 57-79. https://doi.org/10.14516/fdp.2019.010.001.002
Santisteban, A. (2022). Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies. En D. Ortega-Sánchez (Ed.), Controversial Issues and Social Problems for an Integrated Disciplinary Teaching (pp. 23-34). Springer. https://doi.org/10.1007/978-3-031-08697-7_3
Santos, M. A., Jover, G., Naval, C., Álvarez, J. L., Vázquez, G., y Sotelino, A. (2017). Diseño y validación de un cuestionario sobre práctica docente y actitud del profesorado universitario hacia la innovación (CUPAIN). Educación XX1, 20(2), 39-71. https://doi.org/10.5944/educXX1.19031
Swalwell, K., y Schweber, S. (2016). Teaching through Turmoil: Social Studies Teachers and Local Controversial Current Events. Theory & Research in Social Education, 44(3), 283-315. https://doi.org/10.1080/00933104.2016.1201447
Tribukait, M. (2021). Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization. Theory & Research in Social Education, 49(4), 540-569. https://doi.org/10.1080/00933104.2021.1947426
Uygun, K., y Arslan, I. E. (2020). Students’ opinions about teaching of the controversial topics in the social studies classes. International Journal of Evaluation and Research in Education (IJERE), 9(2), 335-344. https://doi.org/10.11591/ijere.v9i2.20446
Wahyuningsih, S. (2018). Men and women differences in using language: A case study of students at Stain Kudus. EduLite: Journal of English Education, Literature and Culture, 3(1), 79-90. https://doi.org/10.30659/e.3.1.79-90
Washington, E., y Humphries, E. (2011). A Social Studies Teacher's Sense Making of Controversial Issues Discussions of Race in a Predominantly White, Rural High School Classroom. Theory & Amp; Research in Social Education, 39(1), 92-114. https://doi.org/10.1080/00933104.2011.10473448
Wellington, J. J. (1986). Controversial issues in the curriculum. Basil Blackwell.
Woolley, M. (2017). The attitudes and perceptions of beginning teachers in relation to teaching controversial issues in the history classroom. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(2), 1-16. https://doi.org/10.6018/reifop/20.2.284561
Zembylas, M., y Kambani, F. (2012). The Teaching of Controversial Issues during Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions. Theory y Research in Social Education, 40(2), 107-133. https://doi.org/10.1080/00933104.2012.670591
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2024 Aula Abierta