Locating Filipino social studies teachers’ preferred positionality, reasons, and practices in the teaching of controversial public issues

Bibliographic Data

ID21494795
AuthorsAllan B De Guzman (0000-0002-3611-4013, University of Santo Tomas, corresponding author), Belinda de Castro (University of Santo Tomas), Joel L Adamos (0000-0002-5995-7945, University of Santo Tomas)
Year2024
Volume50
Issue1
Pages20-32
Publication date2024-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Education for Teaching International Research and Pedagogy (JOURNAL)
Journal identifiersISSN: 0260-7476 • E-ISSN: 1360-0540
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02607476.2022.2152655
OpenAlexW4310120255
LanguageEN
Citations received1
References cited32

Developing civic competence among learners is the business of any social studies teacher. The overall success of any social studies teaching depends, in great measure, on the ability of teachers to approach controversial public issues (CPI) in the spirit of critical inquiry. However, previous studies suggest that the teaching of CPI is affected by teachers’ pedagogical deficits, students’ reluctance during discussions, and lack of emphasis on CPI in the curriculum. Hence, this paper purports to locate the preferred positionality, reasons, and practices in teaching CPI of a select group of Filipino social studies teachers (n = 379) in basic education. Using a multi-aspect questionnaire, results showed that teachers are leaning towards a committed impartiality position, and are driven by the desire to develop learners to be critical, reflective, and action-oriented as they engage in meaningful conversations about important social issues. Moreover, teachers’ perceived instructional practice is an intersection of empowering, democratising, and conflicting moves, Theoretical and practical implications are also discussed in this paper

Curriculum · Impartiality · Mathematics education · Pedagogy · Political science · Social studies · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Social Psychology · Values and Moral Education

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