“I did not think it was an effective use of questioning”: Collective critical observation and reflection of social studies pedagogy

Abstract

This study examines how one student teaching seminar employed collective critical observation and reflection of an experienced high school social studies teacher׳s pedagogy using a multimedia representation of teaching. Pre-service teachers watched this teacher implement two full class lessons and reflections on teaching about freedom of speech. This study׳s pre-service social studies teachers exhibited a developing ability, through collective observation, to critically reflect on their individual methodological and philosophical goals, social studies teaching and learning, and professional and curricular visions in relation to their student teaching experiences and future practice. The study׳s findings offer implications for how pre-service social studies teachers critically reflect on their practice, while also developing knowledge of learners, subject matter, and teaching social studies.