Type of Document Dissertation Author Rambosk, Peggy Dawson URN etd-04022011-150651 Title Florida pre-service teachers' and their attitude towards the use of controversial issues Degree Doctor of Education Department Teacher Education, School of Advisory Committee
Advisor Name Title Bruce Grindal Committee Member Edward Wynot Committee Member HelgeSwanson Committee Member John Lunstrum Committee Member Keywords
- Controversial Issues
- Pre-Service Teachers
- Social Studies Methods Classes
Date of Defense 2011-01-31 Availability unrestricted Abstract
The purpose of this attitudinal study is to investigate the role that social studies methods courses in Florida play in examining controversial issues with their pre-service teachersí. Five research questions established the parameters for the investigation of pre-service teachersí attitudes toward the use of controversial issues through the utilization of a survey instrument, the Florida Pre-Service Teachersí Controversial Issues Questionnaire (FPTCIQ). The FPTCIQ was mailed to 435 pre-service teachers enrolled in social studies methods courses at the Florida State University, the University of North Florida, and the University of South Florida. Of the 435 pre-service teachersí in social studies methods courses, 203 respondents returned the FPTCIQ with a 47% response rate.
The FPTCIQ is comprised of questions that asked respondents to rank the controversiality of thirty issues. The FPTCIQ also measured pre-service teachersí awareness of issues taught in their social studies methods courses, pre-service teachersí willingness to discuss issues in their future classrooms, pre-service teachersí reasons for not discussing issues, and pre-service teachersí belief in traditional socio-political values. Pre-Service teachersí were asked questions about how much time they spent examining controversial issues in their social studies methods course, and should pre-service teachersí participate in the discussion of controversial issues in these courses. Demographic characteristics of respondentsí included gender, religious affiliation, ethnicity, and region/locale of the university attending were also recorded.
Respondents rank gay/lesbian rights as the most controversial issue. In addition, pre-service teachersí were less willing to teach about creationism than other issues and listed external pressures as the primary reason. Only 32% of the respondents discussed controversial issues in their social studies methods course.
After the findings were statistically analyzed and cross-sectioned with the research questions, the demographic characteristics comprising all participants in this study was correlated and analyzed.
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