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์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
2 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Controversial Issues - Teachers' attitudes and practices in the context of citizenship education ๋ฐํ ์ฐ๋: 2004 ์ ์: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced A survey of the literature suggests that the principles and methods relating to the teaching of controversial issues are themselves controversial. This irony is more relevant to teachers now than ever before. This paper explores the issue of teachers' readiness to use controversial issues in the classroom, and reports on research involving focus groups and questionnaires. We suggest that many teachers are underโprepared and feel constrained in their ability to handle this aspect of their work. Controversial Issues - Teachers' attitudes and practices in the context of citizenship education ๋ฐํ ์ฐ๋: 2004 ์ ์: Christopher Oultona | Vanessa Dayb | Justin Dillon | Marcus Graced Une analyse de la littรฉrature portant sur cette question montre que les principes et les mรฉthodes relatifs ร l'enseignement des questions controversรฉes sont eux-mรชmes controversรฉs. Cette situation absurde concerne plus que jamais les enseignants. Cet article porte sur la formation des enseignants ร lโutilisation des questions controversรฉes dans la salle de classe, et publie les rรฉsultats de la recherche effectuรฉe auprรจs des groupes cibles et par le biais de questionnaire. Il sโavรจre que de nombreux enseignants sont loin dโรชtre formรฉs et quโils ne sont pas prรชts ร gรฉrer cet aspect de leur travail.