The Impact of Teachers' Discussion Facilitation on High School Students' Ethical Reasoning

• In Event: Roundtable Session 8
  In Roundtable Session: Complexities of Teachers' Practices in Social Studies Classrooms

Abstract

Building on a decade of lesson-study style professional development working to encourage and support teachers use of inquiry-based teaching strategies, we conducted a two-year study with four teachers (two mentors and two mentees), one university researcher, and a political science professor focused on improving discussion facilitation. Our proposal examines the facilitation decisions of two teachers leading a hybrid of a Seminar and deliberation and the impact of those decisions on participation and moral reasoning of the students. We found that the mentor teacher controlled the conversation less leading to wider participation and exploration of moral values while the mentee maintained a tight control, which led to fewer participants and substantially fewer ethical values being considered.

Authors

• Jada Kohlmeier, Auburn University

• John W. Saye, Auburn University