The Role of Questioning and Dialogue in Teaching Complex Global Issues: Perceptions of student-teachers in England

Abstract

This article is based on a study of student-teachers' perceptions of how complex global issues should be taught. It finds that many are positive about engaging with this, and often associate teaching complex issues with the use of participatory methodologies. However, most student-teachers in this study appear to be reluctant to question their own assumptions or engage in mutual learning with pupils, seeing themselves as the gatekeepers of knowledge. This might result in a reliance on simplistic information that ignores the structural nature of many of these issues, suggesting a further need for support in this area.