NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1149191
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2327-3585
What Can We Learn from Taiwanese Teachers about Teaching Controversial Public Issues?
Hung, Yu-Han
Journal of International Social Studies, v6 n1 p37-52 2016
This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People's Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher's curricular-instructional gate keeping in socially divisive contexts. In sum, this study helps us understand the relationship between a teacher's own imaginative worldview, sense of personal and professional identity and their classroom teaching practices.
International Assembly of the National Council for the Social Studies. 8555 16th Street Suite 500, Silver Spring, MD 20910. Tel: 765-496-3029; Fax: 765-496-2210; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan; China
Grant or Contract Numbers: N/A