Use of Mentoring to Improve Discussion Facilitation by Teachers

• In Event: Roundtable Session 26
  In Roundtable Session: Issues in Teacher Education and Social Studies

Abstract

Building on a decade of lesson-study style professional development working to encourage and support teachers use inquiry-based teaching strategies, we conducted a two-year study with four teachers, one university researcher, and a political science professor focused on improving discussion facilitation. In the first year, two mentor teachers collaboratively planned and then led Socratic Seminars. The team observed, reflected, and revised the materials before the second teacher led the seminars. In the second year, each mentor teacher invited a mentee teacher to observe them lead the discussions before leading them. Our paper explores the impacts of this professional development model on the teachers thinking about and ability to facilitate quality discussions.

Authors

• Jada Kohlmeier, Auburn University

• John W. Saye, Auburn University