Facilitating Whole-Class Discussions in History
A Framework for Preparing Teacher Candidates
Bibliographic Data
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
Class (philosophy) · Cooperative learning · Literacy · Mathematics education · Memorization · Pedagogy · Rote learning · Social studies · Sociology · Teacher education · Teaching method · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Innovative Teaching Methodologies in Social Sciences · Psychology
The Role of Practice in Teacher Education for Democratic Citizenship
Situated Motivation and Action
Integrar el diálogo a lo largo de la indagación
Preservice teachers’ evolving professional identity as future teachers of literature through the eyes of a project-based learning experience
Using Blended Project-Based Learning for Students’ Behavioral Intention to Use and Academic Achievement in Higher Education
Project-Based Learning for Teacher Training in Primary Education
When discussions sputter or take flight
Discussion in Diverse Middle School Social Studies Classrooms
The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity
Preparing globally competent preservice teachers
Evidence of emergent practice
Conceptualizing the work of facilitating practice-embedded teacher learning
Putting the purpose in practice
Noticing structural inequities in classroom discussions
Learning disciplinary literacy teaching
From rote to reasoned
Practice-based coaching for project-based teaching
Learning to let go
Teaching content in practice
Talking about credibility, students, and facilitation
Elementary teachers' conceptualizations of classroom discussions across content areas
Discussions on another spectrum
Contrast, Commonality, and a Call for Clarity
Imagining Students
A turn to practice
Contained risk-taking
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
Getting critical with compelling questions
Teaching for citizenship
Deliberative dialogues with preservice teachers in Bosnia-Herzegovina and South Africa using a gradient of controversy approach
Understanding what teachers gain from professional development at historic sites
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship
Practicing Justice, Justifying Practice
Practicing Responsiveness
Preparing the Expert Novice
Illuminating the Black Hole
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
Proposing Core Practices for Social Studies Teacher Education
A Call to Action for Teacher Preparation Programs
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning
The development of thought
Controversy in the Classroom
Teaching Practice
Examining the effects of classroom discussion on students’ comprehension of text
Redefining teaching, re‐imagining teacher education
Guiding Principles for Fostering Productive Disciplinary Engagement
Science, Curriculum, and Liberal Education
Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky
Historical problem solving
Teaching with and for discussion
Classroom discourse. The language of teaching and learning
Questions in Time
Core Practices for Teaching History
American Educational Research Journal, 1964-1968
Qualities of Historical Writing Instruction
Back When God Was Around and Everything”
Back to the Future
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
The Turn Once Again Toward Practice-Based Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Parsing the Practice of Teaching
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
Aligning Academic Task and Participation Status through Revoicing
| Unique citing works | 40 |
|---|---|
| Citations per year | 5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 40 |