ERIC Number: EJ959515
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 46
Modeling the Model: The Use of Classroom Talk in Teaching Socioconstructivist Pedagogy in a Social Studies Teacher Education Setting
Sullivan, Caroline C.
Journal of Classroom Interaction, v46 n2 p24-32 2011
Socioconstructivism has been established as a prominent and intriguing learning theory, and consequently, pedagogical practice. This study focused on the introduction of constructivist pedagogy to secondary social studies pre-service teachers. Students' engagement with each other and the course instructor was a primary concern to mitigate student apprehension and to develop a democratic learning community. The use of classroom talk by their professor to model and support socioconstructivism was closely examined via the approach of positioning. The particular features of talk analyzed within this study served to establish a collegial learning and classroom community--essential to socioconstructivist pedagogy and the social studies.
Descriptors: Preservice Teacher Education, Constructivism (Learning), Discussion, Classroom Communication, Social Studies, Teaching Methods, Models, Instruction, Learning Theories, Learner Engagement, Epistemology, Preservice Teachers, Case Studies
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia