Teacher Approaches to the Resolution of Value Conflicts.

This reports the results of a pilot effort to investigate how social studies teachers attempt to resolve a situation in which values conflict. Ninety-two elementary and secondary teachers randomly selected from participants in two social studies conferences were asked to describe in writing an incident in which they were faced with a dilemma. Tables present story categories assigned by teachers (decision-making justice, dissent, and equality), interpersonal involvement, the perceived antagonist, and solutions to dilemma situations. Implications drawn from the data suggest that this sample of teachers seemed unable to perceive a situation from another's viewpoint and resolved conflict by authority or avoidance. It is observed that values education materials can be of little avail if teachers are unable to perceive or understand the viewpoints and positions of others. (Author/KSM)