Teaching with and for discussion

Parker, Walter C.; Heß, Diana

doi:10.1016/s0742-051x(00)00057-3

Cited by 208 publications

(94 citation statements)

References 13 publications

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“…Parker and Hess (2001) distinguish two kinds of purposes for classroom discussion in the context of democratic citizenship education, which they refer to as teaching with and teaching for discussion. Teaching with discussion is the use of classroom discussion as an instructional strategy, as a means to foster a variety of outcomes that are believed to be important for democratic citizenship.…”

Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

“…Guiding a classroom discussion for citizenship education is a very demanding and complex task for teachers (Parker and Hess 2001;Radstake and Leeman 2010) and it is different from the usual educational practices. Engaging students in a classroom discussion means that teachers must change their daily practices, including a shift in power relations (Wolfe and Alexander 2008).…”

Section: Introductionmentioning

confidence: 99%

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Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

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Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

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Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

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“…Hess and McAvoy, together with the teachers involved in their studies, focus their intervention on teaching about the legislative process and especially on facilitating constructive, respectful discussions through an approach that they call "teaching with and for discussion" (Parker & Hess, 2001). In their approach, students do learn some contents through the discussions, but they also use these discussions in a reflective way, to learn about the art of discussion itself.…”

Section: The Practice Of Deliberationmentioning

confidence: 99%

“…In the face of all these obstacles, both in the classroom and in the relationship with the world outside, it is not surprising that only a minority of educators organize deliberative classrooms on controversial issues (McAvoy & Hess, 2013, p. 34). Parker and Hess (2001) describe their effort to teach beginning teachers how to lead classroom discussion on controversial issues as a case of "teaching beyond one's own understanding" (Parker & Hess, 2001): a Deliberative Classroom will by definition operate at the edge of the students' (and possibly the teacher's) competence.…”

Section: Opportunities and Challenges With Implementing A Deliberativmentioning

confidence: 99%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

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“…A escolha da discussão como veículo de aprendizagem reflecte, de forma explícita ou implícita, concepções sobre a natureza do conhecimento, a importância da autonomia intelectual e da colaboração social, bem como valores políticos relacionados com a construção de uma sociedade democrática (BRIDGES, 1988;COWIE;RUDDUCK, 1990;DILLON, 1985;GALL, 1985;PARKER;HESS, 2001;REIS, 2004).…”

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A Discussão Como Abordagem Educativa: Perspectivas Dos Professores De Uma Instituição Do Ensino Superior

Linhares

Reis

2011

Nuances

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RESUMO: Embora a discussão encerre potencialidades na promoção de competências de literacia científica indispensáveis a uma cidadania responsável, verifica-se que esta metodologia é pouco utilizada em contexto educativo. Assim, importa compreender os factores que condicionam a realização deste tipo de actividade pelos professores. O presente estudo procura identificar as concepções dos professores de uma escola superior de educação portuguesa relativamente às vantagens e limitações da utilização da discussão como abordagem educativa. Para tal, foi construído um questionário online destinado a todos os seus professores. Os resultados obtidos mostram que os professores valorizam consideravelmente as actividades de discussão como metodologia educativa nas diversas áreas disciplinares. Contudo, os resultados revelam ainda alguns aspectos negativos associados às actividades de discussão, nomeadamente, as dificuldades na sua avaliação e a elevada quantidade de tempo que requerem. Esta investigação sugere diversos elementos que poderão auxiliar os professores, nomeadamente os da área de ciências, na integração efectiva de actividades de discussão nas suas práticas lectivas. PALAVRAS-CHAVE: discussão; ensino superior; metodologia educativa; didáctica; professor.ABSTRACT: Although the discussion shut down potential in promoting scientific literacy skills essential for responsible citizenship, notes that this methodology is widely used in educational settings. It is therefore important to understand the factors that influence the performance of this type of activity by teachers. This study seeks to identify teachers' conceptions of a college education Portuguese against the advantages and limitations of the use of discussion as an educational approach. To this end, it was built for an online questionnaire to all their teachers. The results show that teachers value greatly discussion activities as educational methodology in the various subject areas. However, the results also reveal some negative aspects associated with the activities of discussion, namely, the difficulties in its evaluation and the high amount of time they require. This research suggests several elements that can help teachers, including the sciences, in the effective integration of activities in their discussion llective practices.

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Teaching with and for discussion

Cited by 208 publications

References 13 publications

Guiding classroom discussions for democratic citizenship education

Guiding classroom discussions for democratic citizenship education

Dialogic Literacy: contexts, competences and dispositions

A Discussão Como Abordagem Educativa: Perspectivas Dos Professores De Uma Instituição Do Ensino Superior

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