Abstract
ABSTRACT This study examines Q pedagogy—an innovative approach to discussion-based teaching—to promote discussion in a graduate-level social studies research course. The study explores how graduate-level teacher education students experienced Q pedagogy discussions about research in social studies teaching and learning. The work offers an elaborated conception of high-quality discussion in the enacted teacher education space of a graduate-level research in social studies course. Findings suggest that students believed the Q pedagogy discussion seminars were more powerful than non-Q pedagogy discussions on every one of six discussion aims articulated in the concept of high-quality discussion at the center of the instructor’s pedagogical decision-making. Findings also address numerous strengths of the approach toward furthering the aim of a highly participatory, informed discussion grounded in the arguments of the texts featured in each class session. This research highlights the intersection of student experiences and instructor aims to advance scholarship on teaching through and learning from discussion.
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