Exploring the Associations Preservice Teachers Make Between Democratic Education and Discussion: A Multicase Study

• In Event: Roundtable Session 17
  In Roundtable Session: Teaching and Learning Complicated Topics in Social Studies

Abstract

This empirical study explores the associations that six preservice social studies teachers made between principles of democratic education and the use of discussion in the social studies classroom. A longitudinal, qualitative, multi-case study approach was used in which data was collected from coursework, field experience observations, and interviews. Findings suggest that preservice social studies teachers often have a vague understanding of democratic education and associate it with discussion specifically in the form of citizenship education. Rarely are such associations tied to principles of social justice involving equity and equality.

Authors

• Rory Philip Tannebaum, Merrimack College

• Susan Anne Cridland-Hughes, Clemson University