この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/53378
広島大学大学院人間社会科学研究科紀要. 教育学研究 3 号
2022-12-23 発行
社会科教員志望学生はどの論争問題をいかに扱おうとしているか : 社会科教員養成カリキュラムの改善のために
Examining pre-service teachers’ the selection and treatment of issues about teaching controversial issues in social studies: For the improvement of social studies teacher training curriculum
Abstract
This paper examines how pre-service social studies teachers handle controversial issues in their practice. Based on the results, suggestions for improving the social studies teacher training curriculum are obtained. Previous social studies suggested that teacher training programs must be reformed in order to enhance the practice of controversial issues learning, but the specifics of the reforms have not been clarified. This is partly because, although previous studies focus on in-service teachers, there has been little research to clarify the perceptions of pre-service teachers regarding teaching about controversial issues. In this paper, we examined the selection and handling of controversial issues by prospective social studies teachers based on questionnaires and interviews with Japanese prospective social studies teachers. The results suggest the following two points. First, there is a need to visualize and verbalize the prospective teachers’ concerns and gatekeeping process with regard to the teacher training curriculum. Second, for teacher education research, there is a need to strengthen cooperation with outside social studies and to expand the role of teachers.
About This Article
内容記述
本研究はJSPS科研費19K14239の助成を受けたものである。
著者キーワード
Controversial issues
social studies
teacher education
論争問題学習
社会科
教師教育
権利情報
Copyright (c) 2022 人間社会科学研究科
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