Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

Autor/inn/en	Reisman, Abby; Kavanagh, Sarah Schneider; Monte-Sano, Chauncey; Fogo, Brad; McGrew, Sarah C.; Cipparone, Peter; Simmons, Elizabeth
Titel	Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates
Quelle	In: Journal of Teacher Education, 69 (2018) 3, S.278-293 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117707463
Schlagwörter	Discussion (Teaching Technique); Classroom Techniques; Student Participation; History Instruction; Preservice Teacher Education; Teaching Methods; Social Studies; Historical Interpretation; Assignments; Discourse Modes; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; History lessons; Geschichtsunterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Historische Interpretation; Assignment; Auftrag; Zuweisung; Diskursethik; Bildungspraxis; Lehrstrategie
Abstract	Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based methods instruction that prepares preservice teachers to facilitate text-based, whole-class discussion. We propose a framework for facilitating historical discussions and illustrate it with examples from videos of teacher candidates enacting the practice in K-12 classrooms. The framework assists not only in conceptualizing and naming the discrete components that constitute disciplinary discussion facilitation but also in highlighting where novices appear to struggle. Our analysis has implications for improving teacher education that seeks to prepare novices for ambitious instruction called for by the new literacy and social studies standards. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01