Discussion method in the context of training teacher to teach controversial issues of historical science

The study discusses the applicability of discussion method in continuing professional education while training history teachers to teach controversial issues in the study of the modular course in Didactic Bases of Developing Teachers Readiness to Teach Controversial Issues of Historical Science. The research describes the positive impact of the above-mentioned method on updating teacher’s knowledge in the field of problem-based learning, improving the delivery of training courses, establishing the subject-subject relations when teaching controversial issues of historical science. Reviewing the subject matter, the authors focus on life situations analysis method presented in two manuals: “Studying Controversial Issues of Russian History (1939-1945) in Grades 10-11 of a Specialized School” and “Teaching Controversial Issues of Russia (9th-16th Centuries) in Grades 10-11”.