Pace draws on the practice of four experienced teacher educators with significant expertise in teaching controversial issues to build a robust framework for contained risk taking from the ground up.
Pace draws on the practice of four experienced teacher educators with significant expertise in teaching controversial issues to build a robust framework for contained risk taking from the ground up.
Judith L. Pace is a professor of teacher education at the University of San Francisco, USA. She conducts research on classroom teaching, with a focus on social studies, and the socio-political, cultural, and institutional contexts that shape it.
Inhaltsangabe
Preface Acknowledgements Introduction: Preparing Preservice Teachers for Controversial Issues Chapter 1: Mark Drummond: Controversial Issues as a Path toward Reconciliation in Northern Ireland Chapter 2: What Marks' Students Learned: Theory and Practice in Teaching Controversial Issues Chapter 3: Paula Barstow: A Pragmatic and Safe Approach to Controversy in Northern Ireland Chapter 4: What Paula's Students Learned Chapter 5: Ian Shepherd: Teaching Sensitive and Controversial Issues through Historical Inquiry in England Chapter 6: What Ian's Students Learned Chapter 7: Liz Simmons: Teaching Controversial Issues through Democratic Discussion in the U.S. Midwest Chapter 8: What Liz's Students Learned Conclusions, Hard Questions, and Recommendations References About the Author
Preface Acknowledgements Introduction: Preparing Preservice Teachers for Controversial Issues Chapter 1: Mark Drummond: Controversial Issues as a Path toward Reconciliation in Northern Ireland Chapter 2: What Marks' Students Learned: Theory and Practice in Teaching Controversial Issues Chapter 3: Paula Barstow: A Pragmatic and Safe Approach to Controversy in Northern Ireland Chapter 4: What Paula's Students Learned Chapter 5: Ian Shepherd: Teaching Sensitive and Controversial Issues through Historical Inquiry in England Chapter 6: What Ian's Students Learned Chapter 7: Liz Simmons: Teaching Controversial Issues through Democratic Discussion in the U.S. Midwest Chapter 8: What Liz's Students Learned Conclusions, Hard Questions, and Recommendations References About the Author
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