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Tytuł pozycji:

Viewing Videos of Controversial Issues Instruction: What Influences Transformative Reflection?

Tytuł :
Viewing Videos of Controversial Issues Instruction: What Influences Transformative Reflection?
Autorzy :
Shuttleworth, Jay M.; Patterson, Timothy J.; Jaffee, Ashley Taylor
Źródło :
Journal of Social Studies Education Research, v9 n4 p1-29 2018. 29 pp.
Dostępność :
Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Recenzowane naukowo :
Y
ISSN :
1309-9108
Deskryptory :
Video Technology, Technology Uses in Education, Controversial Issues (Course Content), Transformative Learning, Preservice Teachers, Social Studies, Graduate Students, Instructional Materials, Freedom of Speech, Terrorism, Reflective Teaching, Teaching Methods, Peer Relationship, Interpersonal Communication, Peer Influence
Abstractor :
As Provided
Liczba referencji :
69
Język :
English
Liczba stron :
29
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2020
Data wpisu :
2018
Numer akcesji :
EJ1199061
Czasopismo naukowe
This qualitative study examined how and under what conditions pre-service social studies teachers reported transformations to their controversial issues pedagogy. This study began in 2011 and was situated in a pre-service social studies seminar at a graduate school of education in the United States. Data collection occurred in five different seminars and lasted three years. Afterwards, the authors met intermittently between 2014 and 2016 to establish findings. The study examined pre-service social studies teachers' responses to classes that utilized videotaped instruction of an experienced practitioner's lessons about controversial free speech and terrorism. The following question guided data collection: "How, and under what conditions, do pre-service social studies teachers report transformations to their controversial issues pedagogy when viewing videos of an experienced teacher?" The theoretical framework drew upon enlightened political engagement, and data was derived from the written reflections of pre-service social studies teachers in five different seminars. Findings emphasized that the pre-service social studies teachers were most likely to report pedagogical transformations when reflecting with a peer and when they were free to choose their analytical focus. Also, they were most likely to contextualize these pedagogical transformations within the observed teacher's classroom, a phenomenon we called 'transposing'. Implications of this study identify issues about how to teach for pedagogical transformations in controversial issues instruction.

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