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ERIC Number: EJ904821
Record Type: Journal
Publication Date: 2010
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0037-7724
Learning about Teacher and Student Freedom
Daly, James
Social Education, v74 n6 p306-309 Nov-Dec 2010
Teacher preparation begins with students who explore challenging topics and issues under the guidance of knowledgeable and skillful teachers. This preparation continues, as pre-service candidates examine theories and research data that support and promote teacher freedom to deal with issues of significance on which there is a range of perspectives. The expansion and strengthening of a commitment to academic freedom and dealing with controversial topics finds itself as a foundation for systematic in-service professional development. The concept of academic freedom and the opportunity for dealing with controversy are thus experienced in dynamic classrooms at all levels. While the history and expectations of social studies teaching require that controversy be an essential element of instruction, the evidence suggests that teachers and their students do not regularly deal with controversial issues. If the topics that have a direct impact on individual citizens are controversial, and controversy is seen by many as not appropriate for school examination, then what is left for teachers and students to examine? In this article, the author points out that education programs must prepare future teachers with the knowledge and skills for exploring issues of free expression and free inquiry in the classroom. (Contains 16 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey