This study builds upon semi-structured interviews. With this study I am to research how seven student teachers view controversial issues and face the challenges that come with handling controversial situations in the classroom environment. The study builds upon earlier research in an abductive approach where my theoretic framework meets and expands in my collected data. In the study I show how seven student teachers at the end of their education view controversial questions as being created through a discourse of open-closed question and empirical-policy questions. My interviewed student teachers also perceived controversial questions as corelating with the context of the classroom. I found this to be one factor the student teachers, in my study, used in deciding what becomes controversial. In the study knowledge about how student teachers handle controversial situations were also brought into view. I can show how the seven student teachers value discussion as a tool to counter controversial situations. My empirical data split into two dominating groups. One takes the stance of the debate leader: letting their student subjects discuss freely without steering them towards certain values or norms. The second group take the stance of the norm provider: they act as a steering force towards the important norms and values that the curriculum and the school have dictated.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-90248 |
| Date | January 2022 |
| Creators | Johansson, Philip |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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