Teaching "controversial issues" has a high pedagogical potential for students to understand the characteristics of social conflicts and to become critical citizens. Twenty Chilean secondary education Social Studies teachers were invited to participate in a group interview and workshop to establish their conceptions of controversial issues and to design lesson plans for teaching such issues. The data showed that although teachers recognise some of the key elements that define these issues and recognise their pedagogical potential, they do not link them with learning the characteristics of social conflict and do not seek to deepen students' understanding of the actors and interests involved in such issues. The data reveal a tension between transmitting to students an interpretation of the traumatic issue in question and creating the conditions for students to analyse the different interpretations that may be in conflict. Therefore, to deploy the pedagogical potential of controversial issues, teachers need to refrain from expressing univocal truths and to question their position as owners and transmitters of knowledge.

中文翻译：

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教师对有争议的问题的观念和教学计划：发挥其教学潜力的局限性

教学“有争议的问题”？对于学生了解社会冲突的特征并成为重要的公民具有很高的教学潜力。邀请了20名智利中学社会科学教师参加小组面试和研讨会，以建立他们对有争议问题的观念，并设计有关这些问题的教学计划。数据表明，尽管教师认识到定义这些问题的一些关键要素并认识到其教学潜力，但他们并未将它们与学习社会冲突的特征联系起来，也没有寻求加深学生对参与其中的参与者和兴趣的理解这样的问题。数据揭示了在向学生传递对有关创伤问题的解释与为学生分析可能冲突的不同解释创造条件之间的紧张关系。因此，为了发挥争议性问题的教学潜力，教师需要避免表达明确的事实，并质疑其作为知识的所有者和传播者的地位。