Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study
An extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors condu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2015-07-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/10 |
| _version_ | 1819265401769426944 |
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| author | Rory Tannebaum Susan Cridland-Hughes |
| author_facet | Rory Tannebaum Susan Cridland-Hughes |
| author_sort | Rory Tannebaum |
| collection | DOAJ |
| description | An extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors conducted a single-case study at a large southeastern university that sought to explore how 12 preservice social studies teachers experience discussion in their college-level coursework. The study also sought to discover the extent to which the participants valued discussion within their coursework and whether they considered discussion as a practical approach for their own classroom. Findings suggest that the participants mostly experience lecture in their lower-level core curriculum courses as well as their teacher preparation coursework. Additionally, the study demonstrates that the participants valued discussion as a pedagogical approach, but they viewed it as a less practical strategy than more traditional forms of pedagogy such as lecturing. |
| first_indexed | 2024-12-23T20:44:48Z |
| format | Article |
| id | doaj.art-a56944253de04f7d899063710549bd05 |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-23T20:44:48Z |
| publishDate | 2015-07-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-a56944253de04f7d899063710549bd052022-12-21T17:31:50ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442015-07-019210.20429/ijsotl.2015.090210Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case StudyRory TannebaumSusan Cridland-HughesAn extensive body of empirical data emphasizes the numerous benefits of incorporating discussion into the social studies classroom. Therefore, it is necessary to better understand how educators view discussion and what experiences they have with in throughout their college courses. The authors conducted a single-case study at a large southeastern university that sought to explore how 12 preservice social studies teachers experience discussion in their college-level coursework. The study also sought to discover the extent to which the participants valued discussion within their coursework and whether they considered discussion as a practical approach for their own classroom. Findings suggest that the participants mostly experience lecture in their lower-level core curriculum courses as well as their teacher preparation coursework. Additionally, the study demonstrates that the participants valued discussion as a pedagogical approach, but they viewed it as a less practical strategy than more traditional forms of pedagogy such as lecturing.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/10DiscussionTeacher EducationSocial Studies EducationDebate |
| spellingShingle | Rory Tannebaum Susan Cridland-Hughes Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study International Journal for the Scholarship of Teaching and Learning Discussion Teacher Education Social Studies Education Debate |
| title | Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study |
| title_full | Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study |
| title_fullStr | Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study |
| title_full_unstemmed | Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study |
| title_short | Preservice Social Studies Teachers’ Conceptions of and Experiences with Discussion as a Pedagogical Approach: A Case Study |
| title_sort | preservice social studies teachers conceptions of and experiences with discussion as a pedagogical approach a case study |
| topic | Discussion Teacher Education Social Studies Education Debate |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol9/iss2/10 |
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