Between neutrality and controversy: preservice teachers’ political dispositions and views on teaching controversial issues

Discussions of controversial social and political issues are central to democratic education and citizenship. Although prior research has examined how teachers address such issues, less is known about how preservice teachers’ political dispositions and demographic characteristics relate to their civic and citizenship education beliefs. We surveyed preservice teachers in Germany and used multiple linear regression to predict endorsement of four principles: prohibition against indoctrination, creating controversy, presenting controversial issues as controversial, and teacher neutrality. Knowledge of national guidelines was positively associated with indoctrination prohibition and both controversy-oriented principles, but unrelated to teacher neutrality. Liberal policy demands and political alienation were positively associated with creating controversy, while liberal policy demands negatively and political alienation positively predicted support for teacher neutrality. Female preservice teachers were more likely to endorse teacher neutrality, and those with a migration background less likely to support presenting issues as controversial. The findings identify starting points for teacher education.