Social studies teachers' reflections after participating in an experimental study on deliberative teaching.

Autor/in	Andersson, Klas
Titel	Social studies teachers' reflections after participating in an experimental study on deliberative teaching.
Quelle	In: Journal of social science education, 19 (2020) 2, S. 46-59Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/jsse-1957
Schlagwörter	Feldexperiment; Lehrerverhalten; Lehrerwechsel; Lehrmethode; Lehrplan; Unterricht; Gemeinschaftskunde; Partizipation; Sozialkunde; Schweden
Abstract	This article examines teachers' reflections during and after their participation in a teaching experiment focusing on how different teaching methods affect student learning in the social studies/civic education. In the field experiment, classes and teachers were randomly assigned to a teaching syllabus based on the theoretical ideal of deliberative teaching or a conventional syllabus that served as a control. Building on Guskey's model of teacher change (1986/2002), the participating teachers were interviewed to investigate the occurrence of possible change sequences. The results showed that the teachers were not interested in changing their teaching practices due to the result of the study. While the teachers were keen to develop the material from the experiment, they preferred to do so in their own way based on their personal beliefs about what constitutes good social studies teaching. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1