Authentic pedagogy. Examining intellectual challenge in social studies classrooms.

Autor/inn/en	Saye, John W.; Stoddard, Jeremy; Gerwin, David M.; Libresco, Andrea S.; Maddox, Lamont E.
Titel	Authentic pedagogy. Examining intellectual challenge in social studies classrooms.
Quelle	In: Journal of curriculum studies, 50 (2018) 6, S. 865-884Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1473496
Schlagwörter	Staatsbürgerliche Erziehung; Lernen; Lehren; Gemeinschaftskunde; Politische Bildung
Abstract	This paper reports results from a six-state study of 62 USA social studies classrooms. We examined the extent to which intellectually challenging authentic pedagogy was present in study classrooms, the characteristics of classroom practice at different levels of authentic pedagogy, and how those characteristics may promote or inhibit high levels of authentic intellectual work (AIW). Like earlier AIW studies, we found generally low levels of AIW in observed classes. However, we did find several cases of classrooms scoring in the highest AIW range. We examined characteristics of practice that typified teaching of exemplar lessons at four different levels of authentic pedagogy and identified noteworthy differences in teacher purpose, the ways teachers structured and enacted lessons to accomplish their purposes, and the ways that the structures of the lessons encouraged different lesson narratives that communicated different epistemological assumptions about the complexity of social reality and the process of sense-making. Teachers at the higher levels of the AIW scale sought to promote autonomy and civic competence. We conclude that to maintain democratic societies, educators must expand the number of classrooms offering students this essential preparation for civic life and provide suggestions for how this might be accomplished.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/2