Collective Critical Observation and Reflection of Social Studies Pedagogy: A Case Study of One Student-Teaching Seminar

• In Event: Teacher Education and Teacher Professional Development in the Social Studies

Abstract

This study examines how one student teaching seminar employed collective observation and reflection of an experienced social studies teacher’s pedagogy using a multimedia representation of teaching. Student teachers watched an experienced teacher implement two full class lessons and reflections on teaching about freedom of speech. Preservice social studies teachers in this study exhibited a developing ability, through collective observation, to critically reflect on their individual methodological and philosophical goals, social studies teaching and learning, and professional and curricular visions in relation to their student teaching experience and future practice. Studying the student teaching seminar offers implications for how preservice social studies teachers critically reflect on their practice, while also developing a knowledge of learners, subject matter, and teaching social studies.

Authors

• Ashley M. Taylor, Teachers College, Columbia University

• Anand R. Marri, Teachers College, Columbia University