Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators |
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| Institution: | 1. Division of Education, Arts, and Social Sciences, University of South Australia, GPO Box 2471, Adelaide, SA 5001, Australia;2. Werklund School of Education, University of Calgary, 2500 University Dr. NW, Calgary, AB, T2N 1N4, Canada;1. Al-Qasemi Academic College, Baqa-El-Gharbia, Israel, 3010000, P.O.Box 124, Israel;2. School of Education, Bar-Ilan University, Israel;1. School of Teacher Education, McWhinnie Hall Rm 305, University of Wyoming, Dept. 3374, 1000 E. University Ave, Laramie, WY 82071;2. School of Teacher Education, University of Wyoming, MW 304 Dept. 3374, 1000 E. University Ave, Laramie, WY 82071;3. School of Teacher Education, McWhinnie Hall Rm 301, University of Wyoming, Dept. 3374, 1000 E. University Ave, Laramie, WY 82071;4. McWhinnie Hall, Room 319, Dept. 3374, 1000 E. University Ave, Laramie, WY 82071 |
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| Abstract: | Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued. |
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| Keywords: | Civics Controversial issues Teacher education knowledge base Educational objectives Teaching methods Israel |
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