1. Turning Student Teachers into Claim Makers: Developing the Pedagogical Content Knowledge of Novice Teachers with the Persuasive Claim Framework
- Author
-
Ryan Lewis, Kathy Swan, and Ryan Crowley
- Abstract
As preservice teachers navigate the emotional and physical stress that teaching demands, they face new pressures ranging from curriculum disputes to a revolving door of political and social policies that attempt to redefine social studies. As such, social studies educators and methods instructors have struggled to develop a common language and set of expectations around what it is that we "do" in the classroom. Educators have developed tools and rationales that pursue a common language around the "what" and "why" of social studies teaching. The "C3 Framework" and instructional models like the "Inquiry Design Model" (IDM) place inquiry and argumentation at the center of the conversation. Yet there is often a disconnect between what teachers say is important and what they actually do in the classroom. In this article, the authors argue that the use of inquiry-based tools like the "Persuasive Claim Framework" represents an effective way to steer teachers toward inquiry-based pedagogies. This conclusion is born out of a semester-long study of preservice teachers who centered claim-writing at the heart of their instruction. The results reveal that the use of the "Persuasive Claim Framework" prompted student teachers to develop increasingly complex strategies and tasks to support student claim-writing and inquiry. Furthermore, the Framework led to new ways of conceptualizing the progress of preservice teachers.
- Published
- 2024