Multiracial Identities/Teaching with Controversy; Using Issues Discussions in the Classroom
Institution: Northeastern Illinois University
Despite being an instrumental civic education strategy, teachers in U.S. Schools do not routinely teach for and with discussion (Hess & McAvoy, 2015). Contributing factors include incorrect definitions of discussion (Abblebee, et.al, 2003) and a lack of targeted focus in teacher education on how to facilitate discussion (Parker & Hess, 2001). With the support of the fellowship, we seek to develop and research a pedagogical model for teaching pre-service teachers how to plan for and facilitate in-class discussions.