The Teaching of Controversial Issues During Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions
The Teaching of Controversial Issues During Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions
复制标题
小学历史教学中争议性问题的教学：希族塞人教师的认知和情感
DOI：
10.1080/00933104.2012.670591
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发表时间：
2012
影响因子：
2.6
通讯作者：
Froso Kambani
中科院分区：
文献类型：
--
作者：
Michalinos Zembylas;Froso Kambani
摘要本文报道了18个希腊塞浦路斯教师的看法和情绪在小学历史教学过程中有争议的问题的教学的现象学研究。调查结果表明，虽然参与教师看到这种方法在小学一级的一般价值，他们变得不那么放心时，讨论转向实施这种方法的背景下，种族分裂的塞浦路斯。作者提供了一个分析（a）的情感复杂性参与教学的有争议的历史问题，在小学年级，（B）如何小学教师反映这些复杂性的后果，在一个分裂的社会历史教学。
Abstract This article reports on a phenomenological study of 18 Greek-Cypriot teachers' perceptions and emotions in relation to the teaching of controversial issues during elementary-level history instruction. Findings indicate that although participating teachers see the general value of this approach at the elementary school level, they become less assured when the discussion shifts to the implementation of this approach in the context of ethnically divided Cyprus. The authors provide an analysis of (a) the emotional complexities involved in the teaching of controversial historical issues in the elementary grades, and (b) how elementary school teachers reflect on the consequences of these complexities for history instruction in a divided society.