Social studies teacher candidates’ and academicians’ opinions about teaching of controversial ıssues

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.