To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions

Journal of Social Studies Research - 2023
Jenni Conrad1, Abby Reisman2, Lightning Jay2, Timothy Patterson1, Joseph I. Eisman1, Avi Kaplan1, Wendy Chan2
1Temple University College of Education and Human Development, 1301 Cecil B, Moore Avenue, Philadelphia, PA, 19122, USA
2University of Pennsylvania Graduate School of Education, USA

Tóm tắt

Focusing on episodes of student-generated and -sustained talk during document-based disciplinary history discussions, this study explored what teacher candidates prioritize and value about social studies discussions, and how these priorities align with their actions and goals as facilitators. Using a complex systems-based model, we investigated candidates’ goals as they planned for, facilitated, and reflected upon student sensemaking relative to three common orientations for social studies discussions: disciplinary history, participatory civics, and critical literacy. Findings revealed that candidates employed elements from all three orientations, yet without clear alignment to any particular approach. This misalignment reflected tensions between candidates’ stated goals, beliefs about student engagement, and instructional decisions. We draw implications for teacher education to support candidates in developing coherent practices for discussion facilitation that align with their instructional visions and sociocultural contexts.

Tài liệu tham khảo

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Journal of Social Studies Research

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