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Research suggests that Swedish secondary school biology teachers experience challenges in providing students with discussion of controversial issues. They conceive lack of knowledge in methodology and content matter of relevance. This raises the importance of managing controversial issues in Swedish biology classrooms. Little is known about biology teacher students’ perceptions of controversial issues in Sweden. This study explores what a group of teacher students perceive as central in managing controversial issues and what makes them feel prepared to meet these issues in educational settings. 8 students from a southern Swedish University were interviewed. Thematic analysis revealed 4 key themes: emotive, strategies, experience, and responsibility. This degree project demonstrates the great importance that teacher students conceive of the role of controversial issues in biology education. More need is asked of strategy development to be able to feel well prepared when dealing with controversial issues in the future teacher role. Future research should focus on perceptions in larger scale studies comparing differences regarding sex/gender, teacher educations’, programmes’ and classes’. |
