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ERIC Number: ED547355
Record Type: Non-Journal
Publication Date: 2012
Pages: 238
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-3088-5
Teaching Controversial Issues in Social Studies: A Phenomenological Multi-Case Study
Kruger, Teresa
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
The purpose of this phenomenological multi-case study was to explore with four secondary social studies teachers their experiences teaching controversial issues. Through a better understanding of the motivation of these teachers, the successes and challenges they experienced, and the strategies they utilized, more informed decisions about teaching controversial issues may be made by current social studies teachers as well as teacher preparation programs. The qualitative nature of this study allowed each individual profile to emerge and teachers' voices to be heard. Analysis of in-depth interviews, classroom observations, curricular documents, and participants' reflective journals suggests congruence between teachers' experiences, understanding of social studies, and approach to teaching controversial issues. This study suggests the personal and educational experiences teachers have with controversy influences their understanding of social studies. At the core of the meaning teachers gave to social studies was citizenship education which in turn influenced their approach to teaching controversial issues. The participants in this study illustrated various approaches to teaching controversial issues. Their approach to teaching controversial issues was a mixture of controversial content as well as controversial pedagogy, with the goal of preparing students to be more involved citizens. The study has implications for teacher educators, in-service teachers, and curriculum developers. In addition to identifying a range of controversial content, programs in teacher preparation and professional development should consider teaching hands-on pedagogical practices applicable to the classroom. Recommendations for future research are also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A