Teaching as Complex Intellectual Work: A Phenomenological Study of Social Studies Pedagogy

Autor/inn/en	Walker, April; Kettler, Todd
Titel	Teaching as Complex Intellectual Work: A Phenomenological Study of Social Studies Pedagogy
Quelle	In: Social Studies, 113 (2022) 6, S.283-299 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walker, April)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2022.2054923
Schlagwörter	Teaching Methods; Phenomenology; Social Studies; Instructional Design; Educational Quality; Pedagogical Content Knowledge; Learning Processes; Teacher Student Relationship; Curriculum Design; Professional Identity; Administrator Attitudes; Teacher Attitudes; Teacher Effectiveness; Relevance (Education); Student Centered Learning; Learning Experience; Critical Thinking; Perspective Taking; Guidelines; Problem Based Learning; History Instruction; Inquiry; Active Learning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Gemeinschaftskunde; Lesson concept; Lessonplan; Unterrichtsentwurf; Quality of education; Bildungsqualität; Pädagogische Kompetenz; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrplangestaltung; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Relevance; Relevanz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernerfahrung; Kritisches Denken; Zukunftsperspektive; Richtlinien; Problem-based learning; Problemorientiertes Lernen; History lessons; Geschichtsunterricht; Aktives Lernen
Abstract	High quality teaching involves deep content knowledge, understanding students and their learning processes, and complex skills of teaching and assessment. Students who experience high quality teaching tend to achieve higher annual growth rates. This study used a descriptive, qualitative research model to explore excellence in social studies teaching. Purposive sample was used to select district coordinators (n = 4) and their highest quality social studies teachers (n = 9). The process of phenomenological decontextualizing and recontextualizing produced five structural themes. Excellent social studies teachers have intellectual identities that focus on having deep content knowledge and a commitment to learning. They use their deep content knowledge to help students find relevancy. They view themselves as curriculum designers who find and curate their own resources. They facilitate student-centered learning experiences that engage students, encourage inquiry, and allow for student dialogue. Lastly, excellent social studies teachers design learning experiences to get students to think critically about different perspectives, synthesize multiple sources or viewpoints, and consider the lesser told stories of history. These contextualized, phenomenological structures reflect the teaching demands of common frameworks of social studies pedagogy including ambitious teaching approaches, authentic intellectual work, and the college, career, and civic life (C3) framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01