Decoding the Disciplines as a Pedagogy of Teacher Education
DOI:
https://doi.org/10.20343/teachlearninqu.10.11Keywords:
Decoding the Disciplines, teacher education, disciplinary thinking, historical thinkingAbstract
This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.
Metrics
References
Bain, Robert B. 2000. “Into the Breach: Using Research and Theory to Shape History Instruction. In Knowing, Teaching, and Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, 331¬–52. New York: New York University Press.
Bain, Robert B. 2005. “‘They Thought the World was Flat?’ Applying the Principles of How People Learn in Teaching High School History.” In How Students Learn: History in the Classroom, edited by M. Suzanne Donovan and John D. Bransford, 179–214. Washington, DCL National Academies Press.
Bain, Robert B. 2006. “Rounding Up Unusual Suspects: Facing the Authority Hidden in the History Classroom.” Teachers College Record 108, no. 10: 2080–114.
Ball, Deborah Loewenberg, Mark Hoover Thames, and Geoffrey Phelps. 2008. “Content Knowledge for Teaching: What Makes It Special?” Journal of Teacher Education 59, no. 5: 389–408. https://doi.org/10.1177%2F0022487108324554.
Baron, Christine. 2012. “Understanding Historical Thinking at Historic Sites.” Journal of Educational Psychology 104, no. 3: 833–47. https://psycnet.apa.org/doi/10.1037/a0027476.
Brown, Sarah Drake. 2018. “Assessing While Learning: Teacher Candidates in the History Classroom.” Social Studies Education Review 7, no. 3: 22–41.
Bruno, Patrizia, and Nadia Petrucci. 2019. “Decoding the Disciplines. Applying the Methodology to High School.” In Decoding the Disciplines in European Institutions of Higher Education: International and Interdisciplinary Approach to Teaching and Learning, edited by Sandra Chistolini, 44–45. Milan, Italy: FrancoAngeli.
Charmaz, Kathy. 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Los Angeles: Sage.
Chistolini, Sandra. 2019a. “Decoding the Disciplines in Pedagogy and Further Development of the Methodology.” In Decoding the Disciplines in European Institutions of Higher Education: International and Interdisciplinary Approach to Teaching and Learning, edited by Sandra Chistolini, 34–43. Milan, Italy: FrancoAngeli.
Chistolini, Sandra, ed. 2019b. Decoding the Disciplines in European Institutions of Higher Education: International and Interdisciplinary Approach to Teaching and Learning. Milan, Italy: FrancoAngeli.
Cox, William R. 2018. “The Impact of Scaffolding on the Historical Thinking Skills of Middle School Students.” EdD diss., University of South Carolina.
Dack, Hilary, and Nicholas Triplett. 2020. “Novice Social Studies Teachers’ Implementation of Differentiation: A Longitudinal Multicase Study.” Theory & Research in Social Education 48, no. 1: 32–73. https://doi.org/10.1080/00933104.2019.1640149.
Díaz, Arlene J., and Leah Shopkow. 2017. “A Tale of Two Thresholds.” Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education 12, no. 2: 229–48.
Emerson, Robert M., Rachel I. Fretz, and Linda L. Shaw. 2011. Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.
Hynd, Cynthia R. 1999. “Teaching Students to Think Critically Using Multiple Texts in History.” Journal of Adolescent & Adult Literacy 42, no. 6: 428–36.
Jonassen, David H. 2000. Computers as Mindtools for Schools: Engaging Critical Thinking. Upper Saddle River, NJ: Merrill.
Kelly, T. Mills. 2013. Teaching History in the Digital Age. Ann Arbor: University of Michigan Press. http://dx.doi.org/10.3998/dh.12146032.0001.001.
Lee, Peter J. 2005. “Putting Principles into Practice: Understanding History.” In How Students Learn: History in the Classroom, edited by M. Suzanne Donovan and John D. Bransford, 31–77. Washington, DC: National Academies Press.
Mandalios, Jane. 2013. “RADAR: An Approach for Helping Students Evaluate Internet Sources.” Journal of Information Science 39, no. 4: 470–78. https://doi.org/10.1177%2F0165551513478889.
Middendorf, Joan, and David Pace. 2004. “Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking.” In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, edited by David Pace & Joan Middendorf, 1–12. San Francisco: Jossey-Bass.
Middendorf, Joan, and Leah Shopkow, L. 2018. Overcoming Student Learning Bottlenecks: Decode Your Disciplinary Critical Thinking. Sterling, VA: Stylus.
Middendorf, Joan, David Pace, Leah Shopkow, and Arlene Díaz. 2007. “Making Thinking Explicit: Decoding History Teaching.” The National Teaching and Learning Forum 16, no. 2: 1–4.
Monte-Sano, Chauncey, and Christopher Budano. 2013. “Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers’ Growth Over Three Years. Journal of the Learning Sciences 22, no. 2: 171–211. https://doi.org/10.1080/10508406.2012.742016.
National Council for the Social Studies Task Force on Teacher Education Standards. 2018. National Council for the Social Studies National Standards for the Preparation of Social Studies Teachers.
National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853.
Nelson, Murray R., ed. 1994. The Social Studies in Secondary Education: A Reprint of the Seminal 1916 Report with Annotations and Commentaries. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.
Pace, David. 2004. “Decoding the Reading of History: An Example of the Process.” In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking, edited by David Pace and Joan Middendorf, 13–22. San Francisco: Jossey-Bass.
Pace, David. 2017. The Decoding the Disciplines Paradigm: Seven Steps to Increasing Student Learning. Bloomington, IN: Indiana University Press.
Pace, David. 2021. “Beyond Decoding the Disciplines 1.0: New Directions for the Paradigm.” Teaching & Learning Inquiry 9, no. 2: 1–27. https://doi.org/10.20343/teachlearninqu.9.2.3.
Pace, David, and Joan Middendorf, eds. 2004. In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking. San Francisco: Jossey-Bass.
Rouse, Mary, Julie Phillips, Rachel Mehaffey, Susannah McGowan, and Peter Felten. 2017. “Decoding and Disclosure in Students-as-Partners Research: A Case Study of the Political Science Literature Review.” International Journal for Students as Partners 1, no. 1: 1–14. https://doi.org/10.15173/ijsap.v1i1.3061.
Schultz, Kyle T., and LouAnn Lovin. 2012. “Examining Mathematics Teachers’ Disciplinary Thinking.” The Mathematics Educator 21, no. 2: 2–10.
Shopkow, Leah. 2017. “How Many Sources Do I Need?” The History Teacher 50, no. 2: 169–200.
Shopkow, Leah, Arlene Díaz, Joan Middendorf, and David Pace. 2013. “From Bottlenecks to Epistemology in History: Changing the Conversation about the Teaching of History in Colleges and Universities.” In Changing the Conversation about Higher Education, edited by Robert J. Thompson, Jr., 15–28. New York: Rowman & Littlefield Publishing.
Shulman, Lee S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57, no. 1: 1–22.
Stanford Center for Assessment, Learning, and Equity. 2019. edTPA Secondary History/Social Studies Assessment Handbook.
Stanford History Education Group. n.d. Qing Engraving. https://sheg.stanford.edu/history-assessments/qing-engraving.
Tomlinson, Carol A., and Tonya R. Moon. 2013. Assessment and Student Success in a Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Verkest, Hugo. 2019. “Decoding the Discipline. Also for Children?” In Decoding the Disciplines in European Institutions of Higher Education: International and Interdisciplinary Approach to Teaching and Learning, edited by Sandra Chistolini, 27–33. Milan, Italy: FrancoAngeli.
Weiss, Robert S. 1994. Learning from Strangers: The Art and Method of Qualitative Interview Studies. New York: The Free Press.
Wineburg, Sam. 2001. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press.
Wineburg, Sam. 2010. “Thinking Like a Historian.” Teaching with Primary Sources Quarterly 3, no. 1: 2–4.
World Digital Library. 2014. Storming the Encampment at Gadan-Ola. https://www.wdl.org/en/item/7703/.
Yin, Robert K. 2018. Case Study Research and Applications: Design and Methods. Los Angeles, CA: Sage.
Zunshine, Lisa E. 2010. “Lying Bodies of the Enlightenment: Theory of Mind and Cultural Historicism.” In Introduction to Cognitive Cultural Studies, edited by Lisa E. Zunshine, 115–33. Baltimore, MD: Johns Hopkins University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jared McBrady
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
