Controversial issues in Swedish social studies education: Success and failure in teachers’ task perceptions
DOI:
https://doi.org/10.11576/jsse-7084Keywords:
controversial issues, teacher interviews, civics, SwedenAbstract
Highlights:
– The study examined teachers’ perceptions of success and failure in their teaching about controversial issues.
– 18 interviewed teachers in civics in Swedish school years 7, 8, 9.
– Relational aspects are decisive.
– Values included neutrality, pluralism, civil behaviour, and students’ well-being, which were central to the teachers.
– Tensions concerned the level of emotional engagement and how to deal with students’ opinions.
Purpose: This study seeks to gain an understanding of the complexities involved in real-life classroom teaching. The aim is to trace values and tensions displayed in what the teachers regard as successful and unsuccessful.
Design/methodology/approach: Teachers were interviewed to explore their perceptions of success and failures in their teaching about controversial issues. Data was analysed thematically and cross-analysed to find underlying didactic values and tensions.
Findings: Successful and unsuccessful are mainly related to the students’ learning, teachers’ efforts, and reactions of parents, not to specific issues. Values included concern for students’ well-being and a desire for less polarisation. Tensions concerned students’ level of commitment and how to deal with students’ own opinions. Successful teaching is not only about achieving curriculum goals but also must be understood in relation to teachers’ task perceptions.
Practical implications: Results of the study can provide teachers with a ground for didactical reflection.
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