An extensive body of research details the lack of discussion and collaboration occurring in K12 classrooms in the United States. This study seeks to examine this issue by exploring the associations preservice social studies teachers make between the underlying principles of democratic education and the use of discussion in the social studies classroom. The present qualitative multi-case study uses a collection of field-based data and university coursework to examine how six preservice social studies teachers at a large southeastern university conceptualize (...) and value discussion as a pedagogical approach. Findings suggest that preservice social studies teachers do see value in the use of discussion and associate it with broad themes of democratic education. However, because their understandings of democratic education are often vague and unclear, the associations being made often do not reflect the work being conducted within academia in regards to social justice. (shrink)

This multi-case study explores the impact of cooperating teachers (CTs) on the autonomous pedagogical practices of preservice social studies teachers at a large southeastern university. The study examines participants’ written reflections, social studies teaching philosophies, lesson plans, and interview transcripts to identify how field placements and, more specifically, cooperating teachers directly influence the autonomous decision-making practices of student teachers (STs). The author will discuss the socialization of the participants and the role of the CTs in both preventing and promoting the (...) autonomous practices of the STs as they attempted to fulfill their identified aims of education. The case will be made for a revision of field experiences to promote teacher autonomy through better reflection on the part of STs. (shrink)