Lived Experiences of Secondary Social Studies Teachers in Teaching Controversial Public Issues (CPIs)
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 22, Issue 7
Abstract
This study explored the crucial importance of teaching controversial public issues in, acknowledging the prevalent occurrence of differing opinions among students about numerous issues facing society. Using a transcendental phenomenological method, this research explored the complex experiences of secondary social studies teachers as they navigated these controversial issues in public schools. The study illuminated the lived experiences of five Kontemporaryong Isyu teachers through and in-depth interview. These teachers were under the jurisdiction of the Schools Division Office of Caloocan City. The findings emphasized several important themes, such as the importance of thorough training for teachers, the need for curriculum to address current societal issues, the autonomy given to teachers in choosing topics and teaching methods, the use of learner-centered teaching approaches, and the difficulties faced in effectively engaging students. Additionally, the study emphasized the crucial need for teachers to promote democratic values, such as equity and reverence, to encourage substantial discussions and analytical reasoning among pupils. These observations had implications for secondary Social Studies teachers and Social Studies Administrators, highlighting the importance of continuous professional growth and the establishment of supportive educational settings that promoted the development of well-informed citizens and encouraged students to engage in critical thinking.
Authors and Affiliations
John Jacob Castrence, Ligaya DelRosario, Luningning DeCastro, Vivian Buhain, Luzale Henson, Joseph Asuncion
Keywords
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- EP ID EP761642
- DOI 10.5281/zenodo.12862549
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