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

• Published in: Journal of teacher education Vol. 69; no. 3; pp. 278 - 293
• Main Authors: Reisman, Abby, Kavanagh, Sarah Schneider, Monte-Sano, Chauncey, Fogo, Brad, McGrew, Sarah C., Cipparone, Peter, Simmons, Elizabeth
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2018; Corwin Press, Inc; SAGE PUBLICATIONS, INC
• Subjects: Assignments; Classroom Communication; Classroom management; Classroom Techniques; Discourse Modes; Discussion; Discussion (Teaching Technique); Educational Change; Educational Practices; Educational Strategies; Elementary Secondary Education; Historical Interpretation; History education; History Instruction; Literacy; Methods; Preservice Teacher Education; Social science education; Social Studies; Social studies education; State Standards; Student Participation; Student teachers; Study and teaching; Teacher education; Teaching Methods; Training; practice-based teacher education; social studies teacher education; preservice teacher education; social studies education; history education
• ISSN: 0022-4871; 1552-7816
• DOI: 10.1177/0022487117707463

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.