Open-mindedness is defined as one’s willingness and ability to consider opposing beliefs and perspectives and give them a serious, impartial consideration by setting aside one’s commitment towards one’s own beliefs and perspectives. Learning to prepare and teach open-minded lessons is a crucial skill for student teachers because it fosters an atmosphere in which pupils feel free to express their own views and to learn about the views of others. The aim of this experiment was to examine which instructional strategy best supports student teachers’ learning to prepare an open-minded citizenship education lesson. Therefore, participants (n = 176) processed an instruction on how to prepare an open-minded citizenship education lesson through learning by teaching on video, preparing to teach, or re-study (control condition), and as a post-test designed a lesson plan. We examined the completeness and accuracy of the explanations of the instructional content, feelings of social presence and arousal, open-mindedness levels, the completeness and accuracy of the lesson plans, and the conceptual knowledge of the instructional content. In addition, the lesson plans were graded on overall quality. Results showed that all participants scored higher on open-mindedness as measured with the Actively Open-minded Thinking scale after the experiment than before the experiment. Participants in the control condition prepared significantly more accurate and complete open-minded lessons than participants in the other two conditions, suggesting they have gained better understanding of the instructional content. There were no significant differences between the conditions on the other outcome measures.

开放思想被定义为一个人愿意和有能力考虑相反的信仰和观点，并通过搁置对自己的信仰和观点的承诺来认真、公正地考虑它们。学习准备和教授开放式课程对于实习教师来说是一项至关重要的技能，因为它可以营造一种氛围，让学生可以自由表达自己的观点并了解他人的观点。本实验的目的是探讨哪种教学策略最能支持见习教师的学习，以准备开放思想的公民教育课程。因此，参与者（n  = 176）处理了如何通过视频教学、准备教学或重新学习（控制条件）来准备开放思想的公民教育课的指导，并作为后测设计了课程计划。我们检查了教学内容解释的完整性和准确性、社会存在感和觉醒感、开放性水平、课程计划的完整性和准确性以及教学内容的概念性知识。此外，课程计划还根据整体质量进行评分。结果显示，所有参与者在实验后使用积极开放思维量表测量的开放心态得分均高于实验前。与其他两种条件下的参与者相比，控制条件下的参与者准备的开放式课程明显更准确和完整，这表明他们对教学内容有了更好的理解。其他结果指标的条件之间没有显着差异。