Abstract:
The aim of this study is to analyze the views of Social Studies teacher candidates and
academicians regarding teaching of controversial issues. The study was conducted
with 116 Social Studies teacher candidates and 13 academicians from two different
state universities’ Faculty of Education in the spring semester of 2015-2016 academic
year. The study was configured with qualitative methods. Research data was
collected by a questionnaire composed of open-ended questions from Social Studies
teacher candidates and additional data was collected by a semi-structured interview
from the academicians. The most important finding of the study was that the
teaching of controversial issues has an important role for both Social Studies teacher
candidates and academicians in terms of developing different perspectives and
academic acquisitions. It is determined that Social Studies teacher candidates are
aware of the expectations regarding the contribution of the teaching of controversial
issues and overcoming the existing pre-conceived ideas as a responsibility which
should be presented to academicians as well.
