GATEways 2023 (volume 33, issue 1)

Georgia Association of Teacher Educators

GATEways to Teacher Education Volume 33, Issue 1

Spring 2023

GATEways Special Issue Call for Manuscripts: Enlightening, Investing, and Reclaiming Power in Adversarial Times Deadline for manuscript submissions is July 15, 2023.

Editors: Dr. LaTasha Adams and Dr. Jennifer Curl Overview: The ongoing context of silencing educators necessitates this special edition: Enlightening, Investing, and Reclaiming Power in Adversarial Times. Against this background, this special issue asks: • How do these adversarial times impact the work we do as educators?

• How does policy and practices (i.e. Georgia House Bill 1084 from 2021-2022 legislation session)

impact our work in education and teacher education?

• What role does an investment in ourselves for resistance play in teaching and learning?

• What role does agency play in these adversarial times within the context of education and

educational policy?

• How can educators engage in “good trouble” given our current context?

Potential Foci of Contributions The special issue is aimed to be broad in scope. We are inviting high quality, original contributions that impact teaching, learning, and teaching education. Contributions to the special issue might address, but are by no means limited to, the following points: • Enlightening and Awareness: Policies and Practices for Advocacy • Investing in Ourselves for Resistance • Reclaiming Agency: Moving from Fear to Freedom • Engaging in Good Trouble • Navigating Digital Equity and Landscapes

Project descriptions, research reports, theoretical papers, debates, papers espousing a particular point of view, and descriptions of activities or issues in teacher education at the local, state, or national level would be appropriate topics for the journal.

Submission Procedure: Submit all completed manuscripts to gatewayssubmissions@gmail.com by July 15, 2023. Submissions should: • adhere to APA (7th edition) style, • include title page with author name(s) and affiliation(s), • include autobiographical sketches of the author(s) (three to five sentences each) on a separate

page,

• include title and abstract (150 words maximum) on the first page of manuscript (exclude author

affiliation), • include a manuscript that is a minimum of words 2500 words (without counting title page, reference page, tables, charts, etc.)

• include a signed submission checklist (found on GATEways website) • be submitted as three Word documents: (1) title page (2) autobiographical sketches (3) manuscript (4) signed submission checklist.

GATEways to Teacher Education April 2023: Volume 33, Issue 1

Contents Letter from the President

By Dr. Don Livingston Thoughts from the Editors

By Drs. LaTasha Adams and Jennifer Curl Becoming a Teacher During a Global Pandemic: Navigating Field Experiences During Covid-19

By Charlotte A. Mundy-Henderson

Page 1 Page 2-3

Page 4-11

The shift to online and remote learning in the spring of 2020, because of the Covid-19 pandemic, led teacher educators to put classes online and adjust field experiences to meet an ever-changing need. This study explores the experiences of nineteen elementary education pre-service teachers who entered the field during a global pandemic and were completing their second semester of elementary education coursework and field experiences. Findings highlight increased technology integration and the ability of pre-service teachers to adapt and be flexible as positive learning opportunities brought about by Covid-19. Building and maintaining meaningful teacher-student relationships (both at the college level and in elementary school placements) was one of the biggest challenges.

Is Lecture a Four-Letter Word? A Study of Graduate Teacher Educators’ Perspectives on Page 12-30 Lecture as an Instructional Method in Social Studies

By Katherine Perrotta, Erica Warren, and Michael Champion The large-scale shift to online teaching due to the COVID-19 pandemic ignited widespread reflection among social studies educators about how to adjust instructional methods to promote engaged learning. Through the application of the National Council for the Social Studies Powerful and Authentic Framework, the purpose of this study is to examine in-service and pre-service middle and secondary social studies teachers’ views on lecture as an instructional method in order to ascertain how the COVID-19 pandemic impacts their decisions on which teaching strategies to implement in virtual, blended, or in-person settings. Major findings show that in-service and pre-service middle and secondary social studies teachers lecture because of 1) their familiarity with the instructional method from their experiences as students, 2) the efficiency of the method due to the breadth and depth of the social studies curriculum, and 3) the adjustment to teaching in online or hybrid formats due to the pandemic.

“Why Do I have to Do This?” Strategically Connecting Course Content to Authentic Page 31-40 Contexts Beyond the Classroom

By Erin Fl. Klash, Gilbert Dueñas, Shelly H. Bowden, Tami Shelley, Laura Wildman Kelli Smith, and Austin B. Klash Frequently, educators hear questions from their students, such as, “Why do we have to do this?” or “When will I ever use this in the real world?” Questions such as these are legitimate and should be of utmost importance to educators at all levels because it directly addresses the relevancy of their course content. Educators should know and be able to communicate the “real world beyond the classroom” value of course content to their students. This paper describes systematic and deliberate approaches used by six faculty members at a regional, four-year university to promote authentic learning which educators can easily adapt and implement in a variety of educational contexts to help bridge the authenticity gap between theory and practice.

Letter from the President Kudos to the contributors and editors for producing such an outstanding issue of GATEways. Your talents, diligence, and commitment are much appreciated!

GATEways is aptly named, as it is a gateway to improving teaching and learning.

Presenting your scholarship at our annual conference is another way to make an impact.

The Georgia Association of Teacher Educators (GATE) convenes its 2023 annual conference at the Jekyll Island Club on October 12 and 13 under a pall of orthodoxy cast by those who desire to bring about a chilling effect to our work. Efforts to regulate classroom speech about race, class, gender and cleansing standards of words such as diversity, inclusion and bias are all intended to silence voices that yearn for a more just and equitable world for children.

But we will not be silent.

Georgia teachers endure low pay, prestige, large classes, over-testing, wasted time, staff shortages, resource scarcity, lack of support, disinterested learners, lack of discipline and many more challenges. The time for handwringing has passed. Now is ripe for all stakeholders to join in a conversation to restore the profession in our state.

Although these issues loom large in our discourse, there are so many others that need our attention. More knowledge about instruction, as well as promoting physical and mental well-being, are needed.

Innovations in technology, clinical practice and assessment must be on the agenda.

Hearing from educational leaders from all

stripes is essential as well. The 2023 conference theme, Enlightening, Investing and Reclaiming Power in Adversarial Times, is a call to action. Guided by the conference strands below, decide how you can contribute to the conversation: Strand 1: Enlightening, and Awareness: Policies and Practices for Advocacy.

Strand 2: Investing in Ourselves for Resistance.

Strand 3: Reclaiming Agency: moving from fear to freedom.

Strand 4: Engaging in Good Trouble.

Strand 5: Navigating Digital Equity and Landscapes.

Become a part of the legacy, consider submitting your manuscript for publication in GATEways, and be sure to keep engaged with GATE. Together we will make a difference.

Sincerely, Don Livingston President, Georgia Association of Teacher Educators (GATE)

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators interaction, engagement with teachers and classmates, and the liberty of recess, were placed on hold, to be received much later than earlier generations. As a consequence, first year teachers like my son, and veteran teachers alike, are working through, around, Three years into a world with Covid, the and trying to fill those notorious gaps in GATEways’ inbox continues to fill with their students’ education. submissions that reflect an undeniable truth: As Dr. Adams reflects in her Higher the effects of this virus continue to be Education section, we cannot go back. reckoned with in education. Putting the Educators at all levels of teaching entered Spring issue together, we deliberated on uncharted territory in the Spring of 2020 whether readers would find interest in yet when Covid closed schools across the another article on teaching during Covid, country. We responded with the tools we had becoming a teacher during Covid, education and the best practices we relied on for gaps left by Covid, etc.. Our concern decades. Now, as teacher educators, teacher appeared to be premature and on reflection leaders, and administrators, it is time to we realized very little has had such a reassess. The articles in this issue illustrate sweeping effect on education in our just a few ways in which Covid has altered lifetimes as Covid, and that our reflections, the landscape in education. Recently, a our research, and our reassessment of best colleague told me of watching another practices in teacher education and student teacher’s observation by her university achievement are needed now more than supervisor. My colleague shared with me the ever. frustration she felt as the university In our Thoughts from the Editors this professor delivered recommendations to the issue, Dr. Jennifer Curl, an English teacher young teacher. Her frustration derived from with Henry County Schools, offers the professor’s suggestions that reflected a reflections from the PK-12 perspective, and clear lack of understanding of the gaps postDr. LaTasha Adams, a teacher educator with Covid students possess and the adjustments Clayton State University, presents thoughts the classroom teachers have made to meet from the field of higher education. students’ needs. Well-intended as they were, _______________________ the feedback the professor gave her student PK-12 Reflection were stock best practices that were not My twenty-five-year-old son began his appropriate for the students in this particular first year of teaching in August 2022. classroom. Her feedback illustrated the Though Covid arrived during his disconnect that often exists between teacher undergraduate studies, he started his education programs and the realities that practicum in the Fall of 2021 and received new teachers are facing. While this is not a an in-person experience with his mentor new problem, this anecdote underpins the teachers and their students. While his understanding we came to as editors putting practicum was not impeded by Covid, now, the Spring issue together: As eager as we are as an elementary music teacher, he witnesses to put Covid behind us, we are only the effect the pandemic left on his young scratching the surface with its impact on students. Many children now in the second teaching. and third grade, received their introduction Higher Education Reflection to formal education in front of a computer screen. The experiences of personal

Thoughts from the Editors

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Recently, a student teacher in the field The implications for teaching and emailed me and said, “I wish I could have learning in a pseudo-post Covid world have observed more teachers during my incredible, perhaps lasting effects on student classwork.” This statement struck me success both at the pK-12 and higher because it was a direct result of how we’ve education levels. No one person, nor one had to pivot due to Covid-19. Usually, my institution or district will have the answers, students are immersed in the Pk-12 schools however, we must encourage meaningful and gain several contact hours observing dialogue between K12 educators and teacher teaching and learning and working directly education institutions to not only ameliorate with students. The usual assignments that the impact of Covid on students, but to students have allow them to reflect on their ensure that all educators are prepared to experience, connect theory to practice, and meet the needs of their students going create their teaching philosophy which forward. Here’s a hint: it begins in the allows them to imagine how they would like classroom. their classrooms to function. When Covid, struck, my students could not visit physical Jennifer E. Curl, PhD. classrooms because visitors were not LaTasha Adams, PhD. allowed in schools even after schools Co-Editors, GATEways reopened. My students did observe and analyze several videos from past student teachers, current teachers, and general videos that would focus on isolated skills.

These activities left my students feeling isolated and withdrawn from the impromptu beauty that occurs in the classroom. Fast forward a few years to their student teaching and now the gaps from this pivot are noticeable.

There is nothing that we can do about the past, but what will our future bring? The next steps for teacher education and education in general are to take a keen look at the outcomes that are occurring due to our pivots and ensure that we address those outcomes and strive for success. This means that working committees may need to form at the higher education level. Yes, no one wants to work on another committee, but more so than that, no one wants our teachers underprepared. This means that we all must collaborate and think critically about the role of teachers, pre-service teachers, teacher educators and the impact that we will have on teaching and learning in the coming years.

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators

Becoming a Teacher During a Global Pandemic: Navigating Field Experiences During Covid-19 Dr. Charlotte A. Mundy Henderson Columbus State University ___________________________________________________________________________ The shift to online and remote learning in the spring of 2020, because of the Covid-19 pandemic, led teacher educators to put classes online and adjust field experiences to meet an ever-changing need. This study explores the experiences of nineteen elementary education pre-service teachers who entered the field during a global pandemic and were completing their second semester of elementary education coursework and field experiences. Findings highlight increased technology integration and the ability of pre-service teachers to adapt and be flexible as positive learning opportunities brought about by Covid-19. Building and maintaining meaningful teacher-student relationships (both at the college level and in elementary school placements) was one of the biggest challenges.

Keywords: Covid-19, pre-service teacher education, field experiences, technology, relationship building For students and teachers in the southeast, everything changed on March 12, 2020. Schools were closed and families were encouraged to social distance and essentially quarantine.

Quickly, things changed. For the remainder of that spring semester, there would be no more face-to-face class sessions with students working in small groups, presenting, giving feedback, sharing, talking, and laughing together (MundyHenderson & Martin, 2020). Instead, teacher educators were asked to pivot and move courses and field experiences online.

Students were asked to assimilate to this new format and learn how to Zoom, join chat rooms,

meet synchronously while muting and unmuting, sharing screens, and so forth. The expectations for those in the field of education were even greater, as they were expected to master this new set of skills for both their university courses and their field placements (K-5 elementary classrooms). In schools across the world, the public health crisis led to a huge and immediate shift from classroom face-to-face instruction to remote learning. To those school districts who were fortunate enough to have the technology readily available, computers and Chrome Books were issued to students and remote learning began through a series of whole class synchronous zoom sessions (Brown, 2020; Wagner, 2020). To the school districts that did not have technology readily available, packets of work were made for parents to pick up outside of the school hoping the parents/guardians would have technology (iPads, smart phones, and/or computers) that their children could use to log-on and attend class sessions when able.

During this global pandemic, all students (K12 and post-secondary) have experienced a huge decrease in the social contact they have with their peers. In the beginning of the pandemic, many students were required to attend school remotely or in a hybrid fashion and even one year later (when this study occurred) most K-12 classrooms still operated at a limited in person capacity with online and hybrid instruction being the norm (Murphy, Cook, & Fallon, 2021).

The initial school shutdown created a particular challenge for university faculty who instruct and supervise field-based courses (Kahn & Williams, 4

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators 2021). As approximately 70% of students’ inschool learning had been disrupted worldwide because of the Covid-19 pandemic, university students’ field experiences changed and for faculty it was very much like trying to fly the plane as it was being built (United Nations, Educational, Scientific, and Cultural Organization, 2019).

What schools initially thought would only last for a couple of weeks has now extended into our current reality–with masks still being required from time to time and quarantines still occurring periodically because of Covid-19 exposures. It has been unlike anything educators (or most Americans) had ever experienced, and thus there is a need to examine such experiences.

This study explores the experiences of nineteen elementary education pre-service teachers who entered the field during a global pandemic.

Data Collection and Analysis At our southeastern university, there are approximately 8,300 undergraduate students enrolled. Of that, approximately 80 choose to major in elementary education. Elementary education students typically enter the College of Education in their junior year and are placed in cohorts where they complete four semesters, which we call blocks, of coursework and field experiences, with student teaching in their fourth and final block. Blocks 1-3 contain a mix of methods/theory courses with complementary field experiences embedded within each methods course. During the first three semesters, field experiences range from 60 to 120 hours.

Within the first three blocks, pre-service teachers are expected to teach a minimum of nine lessons, with course instructors observing a minimum of three–though instructors are there daily (during non-Covid times) to observe informally, answer questions, and provide guidance when needed. In addition to teaching lessons, pre-service teachers are also expected to assist the teacher with day-to-day teaching tasks, including running small groups, read-alouds, and organizing centers.

Participants The cohort of nineteen elementary education pre-service teachers in this study was in their second block of education coursework at the time of data collection (spring 2021). This cohort was selected because these students

entered the elementary education program in the fall of 2020 and have thus had no pre-pandemic field experiences. The pre-service teachers in the cohort identified as 2 White males and 15 females (6 Black and 9 White). In their block 2 placements, seven students were placed in classrooms that had both face-to-face and online learners, ten were placed in classrooms that were solely face-to-face, and the remaining two were placed in classrooms that were completely virtual. Pre-service teachers were placed in grades K-5 depending on cooperating teachers’ willingness and ability to work with university students.

Data Sources Data collection occurred during the spring of 2021 (January-May). It consisted of two main sources: coursework and interviews. The coursework was collected throughout the semester and the interviews occurred at the end of the semester.

Coursework The coursework consisted of: three sets of lesson plans, reflections, teacher-analysis project, culturally responsive teaching project, and a final exam. All coursework was collected throughout the spring 2021 (January-May) semester and stored on the university’s online platform.

Lesson plans (x3). Lesson plans were typically 5-7 pages and included the state standard, learning objectives, assessments, behavior management process, differentiation, introduction to the lesson, body of the lesson, and then the conclusion of the lesson. The student emailed each lesson to me as the course professor and the student’s cooperating teacher 48 hours prior to instruction. Once approved, the pre-service teacher would teach the lesson and then meet with me afterward to debrief the lesson.

Reflections (x3). A reflection was required after each lesson debrief. A debrief is when the student and I discuss the things that went well during the lesson and the areas where adjustments need to be made. The pre-service teachers are asked to address the following prompts in their reflections: a) Provide a detailed description of what occurred throughout the lesson. b) What did students do well with and what are they still struggling with related to the 5

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators learning targets? c) Describe the effectiveness of the teaching strategies and planned supports. d) Based on the analysis of students’ learning and teaching effectiveness, what are your next steps to strengthen your teaching practice AND support students’ learning?

Teacher Analysis Project. Students were required to video record the teaching of one of their lesson plans. From that recording, they then extracted clips that provided a sample of how they modeled and interacted with students to develop the essential literacy strategy(s) and related skills for the lesson’s central focus.

Culturally Responsive Teaching Project.

The Culturally responsive teaching project comprises four parts–a rationale, lesson plan, inclass presentation, and a reflection. For this project, students select a culturally responsive picture book and explain why they chose that book in their rationale. They then develop a lesson plan that uses the book as a mentor text.

The class then divides into four small groups where each pre-service teacher has 25 minutes to teach the lesson they designed. They teach this lesson to their peer group; thus each pre-service teacher is exposed to several culturally responsive texts. Finally, students write a reflection detailing their experience and what they learned.

Final Exam. The final exam is composed of 25 true/false and multiple-choice questions and 2 short answers. Pre-service teachers were allowed to complete the final exam online and could use course notes and/or texts.

Interviews Interviews were conducted at the end of the semester and took approximately 10-15 minutes.

The interviews were recorded and transcribed.

These interviews were used primarily to member check the information learned through coursework. It also allowed me to ask follow-up questions if there was something in the data that seemed to be a bit of an outlier. For example, in my interview with Chelsea, I asked her why in her reflection she stated that small group instruction was a struggle and something she was uncomfortable with, and she replied, “I wasn’t great at navigating all of the breakout rooms and then trying to get them to interact with each other and me–it was a lot. Whole group was just easier–in the bigger group you

could usually count on someone to reply.” I asked her about this because, typically in faceto-face learning environments, my students prefer small groups as it seems less intimidating, and they can form better relationships with their students. However, online Chelsea had different experiences. In addition to providing this method of member checking, the interviews also provided pre-service teachers with a way to ask questions about the semester and, specifically, this research project.

Data Analysis Data were analyzed using constantcomparative analysis (Glaser & Strauss, 1967).

This type of analysis helps the researcher compare people, incidents, and categories within data (Charmaz, 2000). Three levels of coding were used to analyze the data: a) open coding, b) axial coding, and c) selective coding. I began with open coding, in which I examined all the data and looked for different categories that emerged. The following open codes were common during this stage of the analysis: technology fail, Covid protocols, new skills, tech integration, and flexibility. Next, I engaged in axial coding, where I looked for the connection among the categories and subcategories of data (Strauss & Corbin, 1990). Within this step, I went back through my data and open codes and noticed the relationship and connections among the codes. The following are examples of some of the axial codes that emerged: successful technology integration, resiliency, restrictions, frustrations, and relationships.

In the final stage of coding (selective coding), core categories emerge, systematically connecting them to the other codes/categories and confirming the similarities among them. The core categories that emerged in this study were a) the challenges that pre-service teachers faced in the field because of the Covid-19 pandemic and b) the learning opportunities that completing field experiences during the Covid-19 pandemic offered.

To ensure trustworthiness and credibility, I discussed the data and findings with the participants and solicited their feedback. I also looked for findings that did not confirm my initial analysis. While I found stand-alone codes (codes that occurred within only one participant’s data–e.g., a pre-service teacher 6

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators struggling to attend the virtual sessions on time), I did not find codes that negated my analysis.

Additionally, the data was triangulated by looking for consistencies and inconsistencies among multiple participants and data sources (various coursework and interviews) as described above.

Findings Block 2 pre-service teachers faced hybrid college courses–courses that were held both online and face-to-face. Masks were a requirement both on college campuses and in their field experiences. Field experiences ranged from socially distanced classrooms to completely online Zoom sessions to a combination of both. To say that the pre-service teachers needed to be flexible and determined under these circumstances is an understatement.

As reflected in coursework, pre-service teachers were pulling double duties submitting both faceto-face lesson plans and lesson plans students could complete online. Pre-service teachers needed to think of creative ways to engage both online and face-to-face students–sometimes simultaneously. This is no small feat for a second-semester college of education student.

While course instructors and professors attempted to provide them with resources and pedagogical knowledge, we were all learning on the fly and Microsoft Teams, Zoom, virtual classrooms, Go React, and the numerous other online platforms were new and often initially clumsy to administer.

Challenges in the Field The seven pre-service teachers who were placed in classrooms that had both face-to-face students and online students found it difficult to manage both. One pre-service teacher wrote in her lesson reflection, “Trying to come up with hands-on activities that both in-person and Zoom kids could do simultaneously took a lot of time and work.” Multiple activities meant more work and preparation on the pre-service teachers’ parts; however, more troubling to them seemed to be the fear that they were not successfully teaching either group well. A preservice teacher wrote in her lesson reflection, “It was incredibly difficult to teach both groups at the same time and make sure each kid had everything they needed without gluing myself to

my computer and without neglecting either group of students.”

Restrictions Due to Covid-19 Protocols Covid-19 protocols, while necessary, were difficult for the pre-service teachers to navigate.

Many of them noted they felt like mask monitors, and it added another layer of classroom management to tell students to raise their masks constantly. The pre-service teachers who were in classrooms that had face-to-face instruction noted that the masks and social distance requirements led them to feel disconnected from their students and vice versa.

One pre-service teacher noted, “It became harder to learn names, to gauge moods and attentiveness, and just to see them smile and connect.” They shared this sentiment among the pre-service teachers who were in face-to-face classrooms. In semesters past, I often read of how they grew to really care about their students and how much they were going to miss them when the semester finished and though this group of pre-service teachers cared about their students, the connection did not seem as strong as previous semesters.

While the pre-service teachers who delivered instruction online did not wear masks, they felt that the Zoom classroom with the students in tiny boxes all over the screen made it hard to truly connect and form relationships. They also felt like students’ parents/guardians were listening to all their lessons and this added a level of anxiety for the pre-service teachers as one noted, “I’m still learning what I am doing, and it is nerve-wracking to have a parent listening to every word I am saying and judging me.”

Finally, the seven pre-service teachers who were placed in hybrid classrooms (some students attended face-to-face while others were online) often complained of doing double the work. “I must prepare a face-to-face lesson for my students in the classroom, but I also must make sure that it can be done by my students who remain at home. Their parents come and pick the packets up the week before so I cannot make any changes–even if it would make sense to make changes–it’s very frustrating!” Part of the Covid19 protocols included students and their parents being able to choose face-to-face or online instruction and for those who chose online the 7

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators teachers would prepare printed copies of all the handouts and leave them in a crate outside the school for pickup so the students could follow along with the lesson they were attending virtually. The packets often ended up being a lot of work to put together and ultimately left the pre-service teachers feeling stuck in their teaching and like they could not make changes that would strengthen instruction.

Forming and Maintaining Relationships The relationships formed with the pre-service teachers and their cooperating teachers, professors, and elementary students were noted in all reflections as being strained, and one of the main reasons for the strain was the attendance issues caused by Covid. In the spring of 2021, Covid-19 exposure mandated a 10-day quarantine. Elementary students, cooperating teachers, and pre-service teachers could attend school one day, just to be told that someone in the class tested positive for Covid-19 and they would then pivot to online instruction the very next day. This was a daunting task and led to strained relationships between students and teachers and a disconnect in academics. As one pre-service teacher commented, “It seems that it’s one step forward and two steps back. As soon as we get into a rhythm, Covid rears its ugly head and we must shut it down.” Another student also commented on the attendance issue noting, “I got back from being virtual with students for 10 days and then my cooperating teacher got a positive test and had to go virtual, so essentially, we haven’t seen each other in person for almost 20-days… it’s just hard.” This lack of consistency in who was virtual and who was present made forming and maintaining relationships a near impossibility.

Pre-service teachers felt this lack of connection extended to the relationships they formed with their college professors as well.

Before the Covid-19 pandemic, professors and instructors were in and out of their pre-service teachers’ classrooms daily, but with the new Covid-19 protocols, schools limited the number of outside visitors and requested that professors only visit when conducting an observation.

While professors were available via email and Zoom, spontaneous learning opportunities or conversations that lead to connections and authentic learning were no longer possible.

Block 2 students needed more in-person support, as described in a lesson reflection. “I wish professors were around during lab hours so we could communicate in person. Emails can be difficult to get immediate responses and it’s hard to read how a professor feels about my concerns or questions.” Another pre-service teacher commented similarly, “I want to see my professors. When a question arises, I want to know that I’m going to see them and be able to talk to them about it.”

Learning Opportunities in the Field Though there were certainly challenges and frustrations felt by block 2 students in the field, there were also learning opportunities that students in previous semesters did not experience. Virtual and hybrid learning situations required students to be creative and use technology that was never a part of their instruction in the past.

Creativity, Flexibility, and Adaptability Creativity, flexibility, and adaptability were words that were repeated throughout students’ reflections and interviews when describing their cooperating teachers. In an environment where Covid-19 protocols and information seemed to be ever-changing, teachers needed to adapt quickly. Overwhelmingly, the pre-service teachers wrote of their cooperating teachers’ abilities to adapt to whatever situation was thrown at them and they learned that they too would need to adapt to new situations, sometimes with very little notice. In previous semesters, they often met disruptions to the course syllabus with grumbles and a fair amount of complaining, but this block 2 group was different and seemed to have a greater sense of resiliency. As one student explained, “One of the greatest traits a teacher needs to have is being flexible and able to adapt to changing situations.

I believe the pandemic has forced us to do this and that…ultimately it is an advantage.” As these block 2 students had not been in the field pre-pandemic, they seemed more resilient and adaptable to roll with the changes that were a huge part of the spring of 2021.

Creativity was another hallmark of 2021. In the field, pre-service teachers were required to reach students online, face-to-face, and in hybrid situations. It was a huge task to deliver engaging instruction in those circumstances and to be 8

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators successful, they quickly learned that they needed to be creative. As stated in a pre-service teacher’s reflection, “It's been beneficial to see the creative ways educators have turned an awful situation into something good. I was able to watch my teacher do a Zoom meeting with online students incorporating games, music, and fun learning activities.” Watching their cooperating teachers find creative ways to motivate their students resulted in pre-service teachers upping their creative game as well. In viewing block 2 lesson plans, students integrated more technology and in more creative ways with brain breaks, dancing sessions, social-emotional learning opportunities, music, children’s literature, and theatrical play.

Technology Another advantage that can be credited to the pandemic was students’ increased comfort level with integrating technology. From Padlets and Go React to online blogs and Zoom sessions, pre-service teachers integrated technology into all aspects of their instruction–which was a departure from what I as a professor noticed from past semesters when technology integration was typically thought of as an add-on or an isolated activity. Within pre-service teachers’ placements, every elementary student now had a Chromebook–whether at home learning virtually or in a face-to-face classroom setting.

Elementary students could no longer share supplies and were expected to complete assignments using their Chromebook and then submit them virtually, which was a change from the pencil/paper assignments of the past. As a result, pre-service teachers became adept at finding online resources to help students work as a group virtually or to be interactive without moving around the room because of the need to remain socially distant. As one pre-service teacher wrote in his lesson reflection, “One of the advantages of being a teacher during Covid is that I’m learning how to use the technology needed to teach virtually. Now I can lead a Zoom meeting, design a virtual lesson, and I'm comfortable infusing technology.”

Conclusion As a result of the Covid-19 pandemic, preservice teachers faced a unique set of circumstances. In our program, the block 2 students had a variety of experiences: a)

classrooms that were 100% face-to-face, b) classrooms that were 100% online, and c) hybrid models of face-to-face and online learners.

Classrooms with any type of face-to-face interaction required social distancing and facemasks. Covid-19 exposures meant quarantining for a minimum of 10 days. Overall, becoming a teacher during a global pandemic led the pre-service teachers to truly witness how flexible and adaptable a classroom teacher must be. While we hope we will not always be living through ever-changing Covid-19 protocols, teachers being asked to make changes and quickly adapt to new requirements is a constant in the profession–made more visible by a global pandemic (Wu, Pierce, & Price, 2020). In addition to increased flexibility and adaptability, block-2 pre-service teachers noted an increase in their knowledge of integrating technology into instruction in meaningful ways. Though meaningful integration of technology was a huge success for our pre-service teachers (and our program), one disadvantage all students noted was the lack of connection they felt with their elementary students and college professors.

Students, whether at the college or elementary level, need to feel that their teachers care. This was hard to convey through Zoom or while socially distancing with face masks on. The human interaction of a smile, a pat on the back, or even a smirk was needed and greatly missed during this time.

Teacher education programs need to capitalize on gains made in technology integration and pre-service teachers’ willingness to be flexible and adaptable to change, while also problem solve alternate ways to form meaningful relationships between teachers and students. Perhaps within our teacher education programs, there could be more of a focus on Social Emotional Learning (SEL) to connect with students–both at the college level and in k12 classrooms (Murphy, Cook, & Fallon, 2021).

SEL could easily be integrated into online learning situations and can be as simple as letting students select an emoji, describing how they feel, and then allowing them to briefly go into breakout rooms to discuss their feelings. It could also be more involved and include selecting multicultural children’s literature and students creating lessons they feel meet the 9

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators needs of their students. Additionally, as Mundy-Henderson, C.A., & Martin, C. educators, we know that changes in curriculum, (2020). Online language arts instruction state standards, delivery methods, and materials in an are inevitable. A teacher’s ability to be flexible elementary methods course: successes and adapt to those changes is key. Covid-19 and challenges. Teaching/Writing: The provided our pre-service teachers with the Journal of opportunity to be flexible and adaptable to realWriting Teacher Education. 9(1). 1-3. world changes with a sense of immediacy. As Murphy, K.M, Cook, A.L., & Fallon, teacher educators, we should take the lessons L.M. (2021). Mixed reality simulations learned and incorporate them into our course for socialinstruction and assignments. For example, we emotional learning. Kappan. 102(6). 30could simulate a fire drill and lessons getting pushed back or request students to make same37. day changes to lessons (with our support) when Strauss, A.L. & Corbin, J. (1990). their elementary students are struggling with Basics of qualitative research: Grounded concepts being taught. I believe that educators theory no longer want to see a perfect lesson; we want procedures and techniques. Newberry to see pre-service teachers who are resilient and Park: CA, Sage. creative and can adapt to better meet their United Nations Educational, Scientific, and student’s needs and I believe our pre-service Cultural Organization. (2019). COVIDteachers would like to see the same from their 19 Educational Disruption and Response. university professors/instructors.

Retrieved May 16, 2021, from References https://en.unesco.org/covid19/educationre Brown, S. (2020). Teaching science methods sponse/ online during covid-19: Instructor’s Wagner, C.J. (2021). PK-5 teacher Segue perspectives on the design of remote into Online Learning. Journal for teaching:17 Navigating Field Research in Science & Mathematics Experiences During Covid-19 Education, 24(3), pedagogies and support structures to 14-18. sustain student learning online. Journal of Charmaz, K. (2000). Grounded theory Research on Technology in Education, objectivist and constructivist methods. In 54(1) 132-147.

N.K. https://doi.org/10.1080/15391523.2021.1 Denzin & Y.S. Lincoln (Eds.), 888340.

Handbook of qualitative research (2nd Wu, S.C, Pearce, E., & Price, C.J. ed., pp. 273-285).

(2020). Creating virtual engagement for Thousand Oaks, CA: Sage. pre-service Glaser, B.G. & Strauss, A. (1967). The teachers in a science methods course in Discovery of Grounded Theory: response to the Covid-19 pandemic.

Strategies for Journal for Research in Science and Qualitative Research: Chicago, Aldine Mathematics Education. 24(3). 38-44.

Publishing Company.

Kahn, L.L., & Williams, M. (2021).

Modeling flexibility for middle level teacher candidates during the Covid-19 pandemic. Current Issues in Middle Level Education. 25(2).

28-34.

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators About the Author Dr. Charlotte Mundy-Henderson worked as an assistant professor at the University of Alabama and a Professor of Practice at Tulane University, prior to joining the faculty at Columbus State University. Her current research interests are in-service and preservice teacher education, particularly in high-poverty schools, K-6 literacy, and children’s literature. Her teaching experiences include grades 2-5 in public schools and undergraduate through doctoral level courses in higher education.

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Is Lecture a Four-Letter Word? A Study of Graduate Educators’ Perspectives on Lecture as an Instructional Method in Social Studies Dr. Katherine Perrotta, Erica Warren, and Michael Champion Mercer University ______________________________________________________________________________ Nearly 30 years ago, Alison King (1993) coined the phrase “from sage on the stage to guide on the side” in her study on the benefits of promoting student-centered instruction (p. 30). Her major findings highlighted that student engagement in active learning experiences can help them “to think for themselves—to move away from the reproduction of knowledge toward the production of knowledge— and [help] them become critical thinkers and creative problem solvers so that they can deal effectively with the challenges of the twenty-first century” (King, 1993, p. 35). In order to foster these skills, which are critical for proficiency in social studies, teachers are encouraged to move away from “the outdated model of education through which teachers transmit factual knowledge to students via lectures and textbooks” (Saavedra & Opfer, 2012, p. 8). Despite these calls for constructivist approaches to foster higher-order thinking and inquirybased learning, Russell (2010) notes that a majority of social studies teachers “are more inclined to passive learning” through lecture-based instruction (p. 70). While lecture itself is not an inherently detrimental instructional method, there is a chasm between research-based advocacy for student-centered instruction and social studies teachers’ preference to lecture “as a

most effective teaching strategy” (Bollinger & Warren, 2007, p. 81).

Research Questions and Purpose of Study Lecture has long been a contested instructional method in social studies education since the Progressive Era. Among the concerns with lecture are whether teacher transmission of information to students adequately prepared young people for active citizenship and learning basic historical knowledge (Bolinger & Warren, 2007; Henke, 2019; Perrotta & Bohan, 2018). Compounding this problem with lecture and student learning is that many pre-service teachers and in-service educators enrolled in graduate school are entering the profession during the COVID-19 pandemic where the shifts to online teaching ignited widespread concern about student engagement and achievement. As scholarship grows on the impact of the COVID-19 pandemic on teacher preparation (Panther et al., 2021) and social studies education (Journell, 2022), there is a need to examine the perspectives of pre-service and in-service teachers who are enrolled in teacher preparation programs about lecture as an instructional method, and whether the COVID-19 pandemic impacted how and why they make pedagogical decisions to lecture. Therefore, the following questions that frame this study are as follows: 12

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators 1. What are the perspectives of pre-and a body of students...as long as there is an in-service social studies teachers who are authoritative figure (in any given context) at enrolled in a graduate teacher the front of a room, delivering a speech to a preparation program about lecture as an crowd of listeners” (p. 14). Kuntz (2019) instructional method in social studies? argues that lecture may be more effective 2. Did the COVID-19 pandemic impact than constructivist methods, saying “‘small the views of pre-and in-service social group work’ ha[s] become something of a studies teachers who are enrolled in a pedagogical reflex—utilized as a matter of graduate teacher preparation program course without much thought—and that the about lecture as an instructional method lecture, though often maligned as the in social studies? province of stodgy professors of old, could The purpose of this study is to examine be a creative and engaging teaching device” the views of in-service and pre-service (p. 27). Overall, Kuntz and Assanova define teachers who are in a graduate teacher lecture as a traditional instructional style that preparation program about lecture as an is planned out thoughtfully that can lead to instructional method in social studies. powerful learning among an audience of Moreover, we seek to find whether the listeners.

COVID-19 pandemic impacted these teacher Conversely, there are definitions of education students’ decisions to lecture, lecture that emphasize the need for dynamic particularly when schools shifted to interactions between teachers and students. emergency remote teaching. Gaining Stacy (2009) defines interactive lecture as understandings of pre-service and graduate the use of “problem-centered, comparative, teacher education students’ perspectives of and thesis-driven lessons [that allow] the lecture is critical if colleges of education are teacher to present the factual framework going to effectively support teacher essential to analyzing the historical record preparation and pedagogy in social studies and [demand] that students actively engage during and after this pandemic. the material in the process” (p. 278). Active Literature Review and experiential learning opportunities like The following literature review highlights debates, role-playing exercises, and use of the definition of lecture, the benefits and digital documents and documentary films concerns with lecture, and the impact of can be paired with lecture to promote COVID-19 on social studies instruction. engagement (Vess, 2005; Luckhardt, 2014; Existing scholarship is outlined in order to Lane, 2014; Gregory, 2013). Interactive demonstrate how this study can contribute to lecture derives from constructivist the growing body of research on how preapproaches that focus on the process and service and in-service social studies teachers product of student learning. With these can make wise pedagogical decisions with premises in mind, we define lecture for this regard to the implementation of lecture for study as an example of direct instruction social studies instruction in online, hybrid, where teachers engage in formal teacherand in-person settings. talk as a means to convey information to Definition of Lecture students. We acknowledge that lecture can There are debates over the exact be implemented either from a behaviorist or definition and purpose of lecture. constructivist approach. However, we seek Assanova (2018) defined lecture as “a to find whether students in a graduate teaching method that involves, primarily, an college of education can make these oral presentation given by an instructor to distinctions with how and why they lecture, 13

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators especially due to the shifts to online learning lecture can optimize student learning of due to the COVID-19 pandemic. course content and maximize engagement Benefits of Lecture of both learners and teachers simultaneously Much of social studies content lends at high levels. Gregory (2013) contended readily to narrative delivery, which has long that while passive lectures can prove dull, been established as an effective medium for active lecturing emphasizes shifts from learning (Lindgren & McDaniel, 2012). students to engaged metacognitive learners.

Lindgren and McDaniel (2012) noted that Moreover, Hadie et al. (2016) found that narrative storytelling coupled with student lecturing afforded teachers the ability to agency improved the online learning actively motivate students by delivering experience for college students over guidelines and contexts for lessons that classrooms that did not use these methods. challenged students’ beliefs. Hadie et al.

When used in social studies, narrative can be (2016) also determined that the lecturing included in lecture to invite engagement and method was effective for moderating allow teachers to cover a large amount of intrinsic cognitive loads when teachers content. For example, Russell (2010) monitored their interaction with students argued, “covering the content with the between ‘chunks’ of information and lecture method is a convenient way to students’ prior knowledge. disseminate large amounts of content Concerns with Lecture information in a limited time frame” (p. 65).

Despite the benefits of lecture, The efficiency of lecture plays a role in constructivists and critical theorists have whether a teacher chooses to lecture. In a expressed concerns with this instructional study conducted by Oleson & Hora (2013), method when teaching social studies. First, 49% of educators who chose the lecture the definition of lecture is often conflated method reported that they did so according with direct instruction. According to to the experiences they had with their Stockard et al. (2018), direct instruction is teachers who lectured, which conjured up “a broad set of educational programs that “memories [that] constituted a repertoire of incorporate systematic or explicit knowledge about teaching that they actively instruction” (p. 480). Direct instruction is drew upon” (p. 9). Consequently, having grounded in the belief that all students are experienced many lectures as students, capable of learning, and that “learning is teachers may find learning to implement a most efficient when the examples are lecture to be an easier process than it is to carefully chosen and designed. They must learn how to deliver instruction in ways that be as unambiguous as possible, sequenced to they have not experienced. promote the correct inference for learning a Another benefit of lecture is the potential new concept, and involve the fewest for teachers to exude enthusiasm about their possible steps to induce learning” (Stockard content area in a way that can be retained et al., 2018, p. 480). Examples of direct and effectively utilized by students instruction include demonstrations, (Alazzi & Chiodo, 2008). Singer (2010) modeling, and lecture. Direct instructional stated that conventional formal lecturing–– techniques tend to have a behaviorist where a teacher speaks, and students record orientation that are focused on student notes––can be an effective approach when outcomes (Larson & Keiper, 2013). Hence, educators choose an interesting topic and lecture is a type of direct instruction that clearly communicate skills and goals to teachers can implement. students in an engaging manner. As a result, 14

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Second, meaningful technology the curriculum (Sleeter, 2011; Pezone, 2010; integration is a challenge with the use of Loewen, 1995). Teachers may attempt to lecture. PowerPoint and other presentation address this gap by including the technologies constitute the most frequently perspectives of marginalized groups and used technological enhancements used in people in the lecture. However, lecture still lecture (Baker et al., 2018). However, places heavy emphasis on the teacher as a evidence suggests that although students content expert and relies heavily on oral might feel like an instructor using language as the primary medium for PowerPoint is delivering a more organized instruction. As student populations become lecture that helps sustain their attention, this increasingly diverse, students speaking other perception does not equate to improved languages and dialects, such as African cognitive learning (Baker et al., 2018). As a American Vernacular English or Spanish, result, overuse of PowerPoints, notetaking, become more prevalent in and memorization during a teacher’s lecture classrooms. Ultimately, Singer (2010) can lead students to devalue the content, asserts that when students learn social hence being disengaged (Busey & Russell, studies content mainly via lecture, “they 2016). learn that some people’s ideas are not Third, concerns with teaching to state valued” (p. 3). Consequently, teachers must standardized tests pose challenges for why find differentiated pedagogical methods that teachers choose to predominately lecture for convey content that is representative of the social studies instruction. Standardized tests diverse needs, backgrounds, histories, and tend to require students to reproduce factual cultural assets of students (Muhammad, information they have learned over the year, 2020). which can encourage teachers to implement Teaching Social Studies Online and the lecture as an efficient way to cover large COVID-19 Pandemic amounts of content (Bolinger & Warren, Research on the impact of social studies 2007). Since student performance on these education since the COVID-19 pandemic tests is part of school and teacher began is rapidly growing. For example, evaluations, broader instructional and Kaden’s (2020) study found that the curricular goals of social studies such as majority of one teacher’s remote workload historical inquiry, decision-making, critical was comprised of 1) facilitating thinking skills, and analysis of historical synchronous instruction on websources may be neglected (Bolinger & conferencing tools, 2) recording class Warren, 2007). Consequently, the influence sessions, 3) organizing students in breakout of testing leads to didactic coverage of the rooms for small group instruction, 4) content and limits student-centered practices grading student work, and 5) facilitating that develop the broader goals of social discussion about course content and other studies education (Jang, 2019; Deslauriers et issues stemming from the pandemic. al., 2019; Thomas & Howell, 2012; Bolinger Specific to social studies instruction, & Warren, 2007).

Ferlazzo (2020) highlights five social Finally, equity and representation studies teachers’ experiences teaching online concerns arise when lecture is the primary during school building closures, who noted instructional method in social studies. that they tried to adhere to familiar routines Reliance on textbooks when lecturing often by facilitating discussion on current events, focuses on White male perspectives and checking in with students who may be leaves many students’ identities absent from feeling isolated, and using web-based tools 15

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators such as Flocabulary and BrainPOP. deliberating problems and issues (p.

Consequently, this study aims to contribute 181). further scholarly insights into how social 4. Challenging curriculum that provides studies teachers made decisions about which opportunities for students to be “exposed instructional strategies they used, to information that includes conflicting particularly lecture, while engaging in perspectives on controversial issues” that virtual instruction due to COVID-19 school fosters “critical, creative, and ethical closures. thinking on problems faced by citizens Theoretical Framework and leaders” (p. 182).

The National Council for the Social 5. Active curriculum that is both “handsStudies (NCSS) (2016) powerful and on” and “minds-on” that “develop and/or authentic social studies framework was expand repertoires of engaging, implemented as the theoretical framework thoughtful teaching strategies for lessons for this study. In alignment with the NCSS that allow students to analyze content in (2013) College, Career, and Civic Life (C3) a variety of learning modes” (p. 182).

Framework, powerful and authentic social According to the NCSS national standards studies hinges upon teaching and learning for the preparation of social studies teachers, that is meaningful, integrative, value-based, educator preparation programs are called challenging, and active. Specifically for upon to “design experiences that help middle and secondary pre-service and incandidates recognize how subject matter, service teachers, powerful and authentic students, and contexts influence each other in the interest of preparing youth to assess social studies involves: and work against barriers and challenges 1. Meaningful curriculum that builds upon that impede democratic life” (Cuenca et al., networks of knowledge, skills, beliefs, 2018, p. 8). As a result, examination of inand attitudes that are “structured around service and pre-service social studies enduring understandings, essential teachers’ perspectives on lecture as an questions, important ideas, and goals” instructional method through the application that connect to career preparedness, of the NCSS (2016) powerful and authentic technology, and reflective teaching and social studies framework may contribute to planning (p.180) this growing body of research on how 2. Integrated curriculum that combines the teachers make pedagogical decisions that social studies disciplines, as well as best promote engaged learning in social “effective use of technology, studies, particularly when instruction shifted communication, and reading/writing to online instruction due to the COVID-19 skills” inclusive of multiple primary and pandemic. secondary sources that depict diverse perspectives and opportunities for Methodology, Data Collection and problem-solving and civic engagement Analysis (p. 181).

Case study methodology was chosen for 3. Value-based curriculum that is centered this research. A case study is “a detailed around a commitment to “justice, examination of one setting…or one equality, and freedom of thought and particular event” in order to glean new speech” through classroom practice understandings about real-world where students engage in critical situations (Bogdan & Biklen, 2006, p. 59). thinking and decision-making when Specific to educational research, conducting 16

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators case study methodology can “enhance our lecture. Third, findings were triangulated by understandings of contexts, communities, analyzing notes from the focus group and individuals” (Hamilton & Corbettsession and follow-up interviews, survey Whittier, 2012, p. 3). Given the novel responses, and participants’ work samples in circumstances the COVID-19 pandemic order to identify any patterns or themes that caused in teaching and education, case study align with the theoretical framework with methodology was implemented in order to regard to participants’ knowledge of examine pre-service and in-service middle students, content, and contexts where they and secondary social studies teachers’ teach when making pedagogical decisions to perspectives on lecture as an instructional lecture. method, and if this pandemic had any impact Four major themes emerged from the on how they chose instructional methods data analysis. These themes include when teaching in in-person, online, or participants’ 1) experiences as students on hybrid formats. their decision to lecture, 2) views on Several data collection and analysis students’ reading abilities and prior protocols were employed in this study. First, knowledge of social studies on their decision we created a survey-on-Survey Monkey that to lecture, 3) expectations of their school was organized into two sections. One districts and this college of education when section contained 16 questions with a Likert choosing instructional methods, and 4) Scale asking participants whether they beliefs on lecture when teaching in online agreed or disagreed on statements pertaining and hybrid formats due to COVID-19 school to lecture as an effective instructional closures. Themes were organized in technique when teaching social studies, and alignment with the NCSS (2016) powerful their beliefs on whether COVID-19 and authentic social studies framework by impacted their views on lecture in online or examining participants’ definitions of lecture in-person settings (Appendix A). Another and social studies, their views on the section included open-ended questions that effectiveness, benefits, and limitations of asked participants to expand upon their lecture as related to knowledge of students, definitions and views of lecture and whether and their beliefs about how online teaching the COVID-19 pandemic impacted their due to COVID-19 impacted their decision to decisions to lecture when teaching social lecture or implement other methods of studies. instruction.

Second, we asked participants to Study Site and Participants participate in focus group sessions about There were eight participants in this their perspectives on lecture as an study who were enrolled in a middle and instructional method, and their experiences secondary Master of Teaching program at a teaching or preparing to teach, social studies private, four-year university located in the during the COVID-19 pandemic (Appendix Southeast. Students who are enrolled in this B). Additional follow-up questions were program have earned a bachelor’s degree in posed to participants who wanted to share a content area and are seeking teacher more about their perspectives on lecture. certification. Some students work in public Upon analyzing these data, follow-up schools on provisional licenses or in private interviews with participants were conducted schools. There are students who are not inin order to clarify their responses with service teachers. All students must complete regard to how and why they made field observations, practicum, and student pedagogical decisions when opting to teaching experiences to graduate. There 17

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators were three male and five female participants reflection, student observations, and student who self-identified as African responses to teaching strategies to help American, White, biracial, and Latinx. The teachers move toward student-centered and students were self-identified as culturally responsive pedagogies in their being between the ages of 22 and 30. Some classrooms. The third author is a current students were career changers after working doctoral candidate and high school social in the private industry for several years. studies educator with a focus on critical and Other participants recently finished their culturally responsive pedagogy. He formerly undergraduate degrees. Participants in this taught middle school social studies and has study were enrolled in a middle and conducted professional development secondary social studies methods course lectures on culturally responsive teaching. during the Spring 2021 semester. During this His current research involves deconstructing time, in-person attendance at this university the dominant narrative by using critical and was optional. Some participants taught or culturally responsive pedagogical completed field observations virtually and interventions (Apple, 1978; Freire, 1970; some worked and observed in hybrid or James & Amato, 2013). Consequently, online settings. maintaining complete objectivity in this Researchers’ Subjectivities study is not possible.

The subjectivities of researchers impact Findings how the data in this study is collected, Several findings emerged with regard to analyzed, and disseminated. The first author pre-service and in-service teachers’ is an assistant professor of middle grades perspectives on lecture as an instructional and secondary education with an emphasis method when teaching middle and on social studies instruction. She is a former secondary social studies. These findings are middle school social studies teacher and organized to provide important insights taught undergraduate history courses at about how their decision to lecture aligns various colleges. Although she learned with the goals of the NCSS (2016) powerful constructivist pedagogies in her and authentic social studies framework with undergraduate and graduate teacher regard to how pre-service and in-service education programs, she employed lecture teachers make pedagogical decisions when methodologies when she taught social choosing to lecture when teaching middle studies and history. She previously and secondary social studies. conducted a study to explore the extent Definitions of Social Studies and the active learning or teacher-centered Decision to Lecture instruction impacted student engagement in In order to gauge how participants undergraduate history courses and found defined lecture, students were asked to that a mix of lecture and active learning explain their views of the goals and purpose strategies best impacted engagement of social studies education. Doppen (2007) (Perrotta & Bohan, 2013). She was also the noted that pre-service teachers needed to instructor for the social studies methods gain a “clear understanding of their own course in which the study participants were philosophy of social studies education...to enrolled. make a meaningful connection with the The second author is a current middlemethods they use to teach their subject” (p. grades instructional coach working primarily 61). Among the participants’ perceptions on with social studies teachers. Her work as an the purpose of social studies included “to instructional coach emphasizes using selfprepare students to be functioning citizens in 18

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators their post-secondary education” and to participants defined lecture in the traditional support students in becoming adults who are sense that focused on teacher transmission “model citizens” who “make informed of information to students. decisions to vote and use their voice” (Field Subsequently, respondents were asked to Notes, May 2021). Additionally, participants explain why they chose to lecture when shared that they believed that the purpose of teaching social studies. One participant social studies is to “teach kids the noted, “once students are given the foundation of human interaction and to opportunity to express an interest in social explain how the world works,” to be able to studies; it’s usually due to them having an “comprehend one’s own history and culture engaging teacher that has made it interesting and that of others” and “to teach the rights for them, while connecting to something and duties of citizenship” through “logic important in their lives” (Field Notes, April reasoning, civic understanding, economic 2021). Another respondent noted that a understanding, and the ability to “healthy balance” of lecture with other contextualize histories” (Field Notes, May instructional methods is a way to get 2021). These sentiments highlight students to “buy in” to learning content participants’ cognizance of how the goal of (Field Notes, May 2021). Two participants teaching social studies should extend mentioned that as undergraduate history beyond what is formally assessed in school, majors, they were taught via the lecture and how content can be applied to method; one participant stated that they participate in democratic and civic life.

“Lean on the ways we were taught– Next, participants were asked to provide PowerPoints, notes” (Field Notes, May their definitions of lecture as an instructional 2021). Moreover, one respondent method. Responses included, “at the base highlighted the issue of being a new teacher, level, [lecture is] content-based instruction stating “it was easier to just lecture. It was a given verbally to students; it is enhanced by crutch” (Field Notes, April 2021).

PowerPoints, slideshows, media and guided Ultimately, the participants’ decision to notes,” “distribution of information from lecture was influenced by their familiarity teacher to student,” “Guiding an [sic] with the method due to their previous student through content by providing experiences as students in history courses context and support,” “Direct instruction and their beliefs that lecture could function from the teacher to the students,” “teaching as a means to spark student interest in social standing in front of a classroom with a studies content.

PowerPoint for 30 minutes to give Views on Benefits and Limitations of information,” and “lecture plus–discussion, Lecture think-pair-share, breaking up the monotony Participants discussed their views on the of me speaking at them for 20-30 minutes” benefits and limitations of lecture as an (Field Notes, April 2021). All of these instructional method. According to the definitions emphasized the role of the survey, 71.43% of respondents reported that teacher in conveying information to students they believed lecture was pedagogically through verbal communication with some appropriate and effective for teaching their student participation. These definitions also students social studies. As stated by one highlight some of the teachers’ use of participant, lecture is a method in which technology to enhance lectures based on teachers “get to show students what they their understanding of the needs of their need to know…[by getting] to the point” students. Overall, the majority of (Field Notes, May 2021). Another 19

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators participant said, “Lecture is an effective tool provide “immediate remediation” if students if delivering content in a specific manner, need assistance with grasping content and and in a way that students understand. It also skills in a lesson (Field Notes, April 2021). allows for quick-response feedback if These responses show that participants students are not understanding the material” believed lecture was an effective method (Field Notes, April 2021). One respondent due to their rapport with students and their shared that lecture “is part of how to deliver ability to facilitate discussion with content to students as a healthy balance” technology that included enhanced with preparing students for standardized presentations and notetaking supports. tests (Field Notes, May 2021). These Although mentioned, participants did not statements highlight the belief among predivulge how they used their knowledge of service and in-service teachers that lecture students’ interests, backgrounds, or other was an instructional method best suited to assets to design and deliver lectures that meet the needs of their students in learning were culturally relevant to the lives and content, preparing for standardized tests. experiential knowledge of their students.

When asked about how lecture meets the Another reason why needs of students, some participants participants indicated that lecture was an remarked that lecture was beneficial because effective instructional strategy was to their formal talks were “interactive and support students’ reading abilities and social engaging…[and] culturally relevant” (Field studies content knowledge. One respondent, Notes, April 2021). For example, one who teaches in a high-poverty area with respondent stated: struggling readers, stated: I try to bring in something We need to give students the students are interested in like lesson first. I respect the stories that they are likely to school’s expectation for small discuss and make relevant groups, but sometimes comparisons in terms of a lot lecturing gives kids of historical things we deal confidence that the teacher with. When it comes to knows what they are talking history, students often just about.

Lecturing gives listen and listen and listen students a chance to ask instead of having questions conversation. We need to about misconceptions, and it open up dialogue where gives the teacher a chance to learning occurs on a higher give context, especially in level (Filed Notes, April social studies.

2021).

Furthermore, this same participant noted: Another participant remarked, “lecture If I don’t explain the context works when you have the connection with of the lesson, or we don’t have the students and when you are able to make that dialogue then the context an association that they are able to gets lost in the shuffle… It’s comprehend” (Field Notes, April 2021). hard if I don’t help students Moreover, respondents noted that lectures make that connection. And that were accompanied by videos, visuals, the only way that I feel I can and notetaking supports such as graphic do that is teaching in a way organizers can bolster engagement and 20

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators that involves lecture (Field a digital format, as it is not as engaging” Notes, April 2021).

(Field Notes, April 2021). Another Overall, this participant expressed that participant highlighted the impact of “Zoom they use lecture as an instructional technique fatigue,” noting “lecture is still necessary to so that they can “meet their [students’] cover particularly challenging content areas needs [with] what they best respond to,” (i.e., slavery, the Holocaust, Civil Rights particularly with regard to students’ reading Movement, etc.), but lecture-fatigue is levels and challenges with accessibility to drastically sped up when lecture is delivered instructional resources when completing via a Google Meet” (Field Notes, April assignments in school and at home (Field 2021). Moreover, one respondent noted that Notes, April 2021). Although these lecture was “necessary” in online formats sentiments could be interpreted as this because “It [is] rather difficult to establish participant having a deficit view of their any classroom culture or ‘withitness’ students, this in-service teacher clarified without it [lecture] in my opinion” (Field their response, stating that their students Notes, April 2021). often do not have books or internet access at Another issue participants raised with home, hence putting pressure on them to regard to lecturing in online contexts provide explanations of content information involved trying to elicit student so that students can complete assignments participation. Functional issues with outside of school. Still, these comments call cameras and microphones when teaching via into question whether students from lowweb conferencing applications income backgrounds receive equitable made discussion stilted and challenging. opportunities to engage in active learning as One participant shared, “With all the compared to students from higher-income technology, it’s harder to lecture over the backgrounds. computer. I struggle to interject during The Impact of COVID-19 on the Decision discussion online, and online is harder to to Lecture unmute, ask if anyone hears me, harder to Nearly 100% of the participants lecture” (Field Notes, April 2021). responded that the pandemic impacted their Furthermore, another respondent stated: perspectives on lecture as an instructional Since the Covid pandemic, I method in social studies. Fifty-seven percent couldn’t really figure out how of participants indicated that they taught to implement my typical facesocial studies online at the start of the to-face learning methods in pandemic, 28.57% reported that they the virtual classroom. So continued to teach online since the pandemic naturally, I went back to my began, and 85.72% of students noted that crutch which is lecturing. they taught in a hybrid format since the start Lecturing was not engaging of the pandemic. While participants because students often don’t highlighted the potential benefits to lecture have their cameras on, and as an instructional method, respondents they would only talk via chat. distinguished differences between lecturing You really don’t know what in-person versus online since the COVID-19 they are doing on the other pandemic. One participant shared, “I would side of the camera (Field assume that lecture is not as well utilized in Notes, April 2021). the midst of the pandemic. As a student These participants revealed that traditional style lecture is almost useless on they continued to lecture because they 21

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators struggled with fostering engagement while semester (Appendix D). Two participants learning new technologies and provided additional feedback on their logistics when shifting their in-person decision to lecture since their school districts instructional methods to online settings. reverted back to in-person teaching for the Conversely, some participants found that 2021-2022 school year. With regard to they did not lecture as frequently with whether their views on lecture changed since teaching online. One participant stated that the Spring 2021 semester, one participant they gave more asynchronous work with noted that “my views on lecture are still online quizzes and videos because they “can consistent, however, it has been easier, and I count on one hand the number of believe more effective, to facilitate lecture in assignments students have turned in this a face-to-face environment. Having students year” (Field Notes, April 2021). Due to the in person has helped to keep students lack of assignment submission, this engaged and more opportunities to assess respondent “gravitated away from lecturing” learning (Field Notes, November 30, 2021). because of attendance issues and logistics Another participant stated, “Since I have with regard to students turn[ing] their returned to face-to-face teaching fully, I cameras on and off, and mute (Field Notes, have shortened my lecture to under fifteen May 2021). Another respondent stated that minutes…this leaves more time to actively they would “rather use more lecture when engage with my students. Some of these they are in the building” as opposed to engaging activities include Socratic [sic] teaching online and hybrid formats because seminars, class, discussions, and quiz they would not have to troubleshoot competitions” (Field Notes, November 15, technological issues with student 2021). connectivity (Field Notes, April 2021).

Furthermore, when asked about their These data suggest that these graduate frequency of lectures during this current teacher educators were split with regard to school year, one participant shared that they whether the COVID-19 pandemic impacted “made the executive decision to cut my their views on lecture. Some participants lectures down to fifteen minutes because I avoided lecture by implementing more feel as if students need more interaction. asynchronous work while teaching online Students have struggled with mental health, due to the challenges they faced with after being trapped inside the home for so technology issues, and lack of engagement long. I felt that the only way to counteract and participation from students. However, that was to have kids moving and socializing some participants chose to lecture while as much as possible” (Field Notes, teaching online because the method was November 15, 2021). Conversely, the other familiar for them to deliver content respondent stated that they are lecturing efficiently, hence ensuring that they covered more as opposed to when they taught online material that students needed to know. The because “it is easier to hold the attention and participants’ decision to lecture was not engagement of my students when we are in predicated upon their goal of directly person- versus if we are in a virtual promoting ambitious teaching but adjusting environment. Last semester it was nearly to teaching virtually due to COVID-19 impossible to engage even 75% of the class school closures. during a lecture for various reasons. Some of Follow Up these include having cameras off, not being Follow-up interviews were conducted home during school instruction, and with some participants during the Fall 2021 background disturbances” (Field Notes, 22

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators November 30, 2021). Clearly, these knowledge to connect content to real-world participants held different perspectives on situations. Consequently, while the the frequency and implementation of lecture participants’ decisions to lecture may be upon returning to face-to-face instruction based on their beliefs that they are meeting due to their students’ levels of participation the needs of students and the expectations of and progress during virtual school during the administrators, this data does not show previous school year. evidence that these pre-service and inBoth participants noted that their school service teachers were engaging in powerful administrations, who preferred more and authentic social studies instruction student-centered instructional methods for through the implementation of lecture when in-person teaching, understood that lecture is using technology in face-to-face, hybrid, or a teaching strategy that is frequently used by online formats. teachers for a myriad of pedagogical and Limitations and Implications for Future health reasons. For example, one participant Research highlighted, “when first returning to the There were limitations to this study. First, building in August-September…all teachers the participant pool was small and was a I know were nervous about being close to so sample of convenience. Additionally, the many different populations of students or first author was the instructor of the methods classes, afraid of using hands-on resources course participants were enrolled. because of the spread of germs…a lot of my Consequently, issues of the reliability of colleagues and sometimes myself included responses to the survey and focus group just felt it was overall safer and easier to questions could be skewed due to the deliver instruction by lecture” (Field Notes, dynamics of revealing their perspectives on November 30, 2021). As a result, both lecture as a teaching method. Future studies participants emphasized that they want to try should include more participants who are different “instructional approaches” that not acquainted with the researcher in order meets the needs of students in order to to further verify the reliability of the data remediate the “limitations that we faced as collection instrumentation and analysis virtual teachers and the [decline in] procedures (Stebbins, 2001). An increased performance from students” (Field Notes, participant pool would provide more data November 15, 2021). that may strengthen this study with regard to Discussion why disconnects exist between pre-service Overall, these findings suggest that inand in-service teachers’ knowledge of service and pre-service middle and content, students, and contexts where they secondary social studies teachers lecture teach and their decisions to implement because of 1) their familiarity with the lecture as an instructional method that instructional method from their experiences promotes critical thinking and engaged as students, 2) the efficiency of the method learning. due to the breadth and depth of the social Second, another limitation of this study studies curriculum, and 3) the adjustment to was the lack of pre-service teachers who teaching in online or hybrid formats due to participated in the study. One pre-service the pandemic. However, there was a teacher expressed hesitancy to lecture during disconnect between the participants’ their student teaching experience due to the decision to lecture as a means to meet the fact this college of education emphasizes needs of students, and their intentional use constructivist teaching. They stated: of their knowledge of students’ prior 23

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators As a student, I take notes while the teachers when applying their knowledge of teacher talks, but I’m conflicted content, students, and contexts of where they because research shows students teach when they plan their social studies learn from each other. With a lecture, instruction. students may not want to ask a Fourth, the lack of probing questions question but might be more honest about participants’ knowledge of content, with each other. This program is students, and contexts pertaining to the centered around constructivist pandemic, the social justice protests in 2020, theory, and I feel like I shouldn’t do and debates concerning history and civics it (Field Notes, April 2021). education is a limitation of this study. The Consequently, there is a need for further participant who spoke about lecturing in studies that focus on how social studies order to meet the remedial needs of their methods courses and fieldwork experiences students also explained that they teach in an can include more opportunities for prearea that experienced protests after a police service teachers to learn best practices for shooting of an unarmed Black man. Most planning lectures. Including lecture as a recently, disputes over teaching Critical pedagogical technique in these courses may Race Theory in K-12 schools can potentially support pre-service teachers’ development present social studies teachers with into ambitious teachers who appropriately constraints with regard to implementing choose pedagogies based on their ambitious teaching methods, albeit with or knowledge of the subject matter and the without lecture (O’Kane, 2021). As a result, needs of students. future scholarship must focus on how the A third limitation of this study was that NCSS’ (2016) powerful and authentic the participants’ perspectives on lecture framework can be integrated into social were self-reported and to an extent, based on studies teacher preparation with the NCSS assumptions about what students needed.

(2013) C3 Framework Inquiry Arc. Future Some respondents noted that students studies that examine how the expected lecture, which highlights Grant implementation of the C3 Framework could and Gradwell’s (2009) assertion that highlight how pre-service and in-service students get bored and comfortable with teachers’ beliefs about the goals of social “doing school” in a manner that does not studies education align with the pedagogical challenge them (p. 20). Participants may decisions they make when choosing to have conflated students’ “need” for lecture lecture in online, hybrid, or in-person as their “want” of lecture in order to settings. passively receive what they were expected Conclusion to know in social studies class. In order to The pre-service and in-service teachers analyze these expectations and assumptions in this study did not perceive lecture as a more critically, further studies need to be dreaded “four-letter word” when reflecting conducted on middle and secondary upon how and why they choose instructional students’ perspectives on learning social methods for teaching social studies. studies, particularly via lecture, in order to Participants believed that lecture could be gain greater insights into one of many instructional methods they how learners perceive which instructional could employ to foster those goals. As a methods promote engagement. Such result, continued research on how lecture insights could foster greater selfcan be part of the pedagogical conversation reflection among pre-service and in-service among colleges of education, school 24

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators districts, and professional development 20. https://doi.org/10.1080/19404476.201 facilitators to promote powerful and 6.1155921 authentic social studies education is needed, Cuenca, A., Castro, A.J., Benton, B., especially as the COVID-19 pandemic Hostetler, A., Heafner, T., Thacker, E., persists, and eventually subsides.

Swan, K., & Lee, J. (2018). National References council for the social studies: National Alazzi, K., & Chiodo, J. J. (2008). standards for the preparation of social Perceptions of social studies students studies teachers. Retrieved about citizenship: A study of Jordanian from https://www.socialstudies.org/stand middle and high School students. The ards/national-standards-preparationEducational Forum 72(3), 271– social-studies-teachers.

280. https://doi.org/10.1080/0013172080 Deslauriers, L., McCarty, L. S., Miller, K., 2046123 Callaghan, K., & Kestin, G. (2019).

Apple, M. W. (1978). Ideology, Measuring actual learning versus feeling reproduction, and educational reform. of learning in response to being actively Comparative education review 22(3), engaged in the classroom. Proceedings of 367-387. https://doi.org/10.1086/445993 the National Academy of Assanova, G. (2018). Formal and interactive Sciences 116(39), 19251– lectures: Pros, cons and teaching 19257. https://doi.org/10.1073/pnas.1821 alternatives. The Journal of Language 936116 Research and Teaching Practice 1(1),1Doppen, F. (2007). The influence of a 12. teacher preparation program on http://jlrtp.ablaikhan.kz/index.php/1/articl preservice social studies teachers’ beliefs: e/view/2/2 A case study. Journal of Social Studies Baker, J. P., Goodboy, A. K., Bowman, N. Research 31 (1), 54-64. Retrieved from D., & Wright, A.A. (2018). Does teaching https://www.proquest.com/openview/7ad with PowerPoint increase students’ 87c12904f2392d6ebbfceff3d6052/1.pdf/a learning? A meta-analysis. Computers dvanced and Education 126, 376-387.

Ferlazzo, L. (2020). Social studies https://doi.org/10.1016/j.compedu.2018.0 instruction in the age of 8.003 coronavirus. Education Week. Retrieved Bogdan, R.C., & Biklen, S.K. from https://www.edweek.org/teaching(2006). Qualitative research for learning/opinion-social-studieseducation, 5th edition. Pearson. instruction-in-the-age-of-theBolinger, K., & Warren, W.J. (2007). coronavirus/2020/05 Methods practiced in social studies Freire, P. (1970). Pedagogy of instruction: A review of public the oppressed. (MB Ramos, Trans.) school teachers' strategies. International Herder & Herder.

Journal of Social Education 22, 68Grant, S.G., & Gradwell, J.M. (2009). The 84. https://files.eric.ed.gov/fulltext/EJ77 road to ambitious teaching: Creating big 9674.pdf idea units in history classes. Journal of Busey, C. L., & Russell III, W. B. (2016).

Inquiry & Action in Education 2(1), 1-26.

“We Want to Learn”: Middle School Retrieved from Latino/a Students Discuss Social Studies https://digitalcommons.buffalostate.edu/ji Curriculum and Pedagogy. RMLE Online ae/vol2/iss1/1/ 39(4), 1– 25

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Gregory, J. L. (2013). Lecture is not a Dirty King, A. (1993). From sage on the stage to Word, How to Use Active Lecture to guide on the side. College Increase Student Teaching, 41(1), 30– Engagement. International Journal of 35. https://doi.org/10.1080/87567555.199 Higher Education 24(4), 116-122.

3.9926781 https://doi.org/10.5430/ijhe.v2n4p116 Kuntz, A.M. (2019). Qualitative inquiry, Hadie, S. N., Hassan, A., Mohd Ismail, Z. I., cartography, and the promise of material Ismail, H. N., Talip, S. B., & Abdul change. Routledge.

Rahim, A. F. (2016). Empowering Lane, L. (2014). Constructing the past students’ minds through a cognitive load online: Discussion board as history theory-based lecture model: A lab. The History Teacher 47(2), 197metacognitive approach. Innovations in 207. https://www.jstor.org/stable/432642 Education and Teaching International 21 55(4), 398– Larson, B.E, & Keiper, T.A. (2013).

407. https://doi.org/10.1080/14703297.20 Instructional strategies for middle and 16.1252685 high school. Routledge.

Hamilton, L., & Corbett-Whittier, C. (2012).

Lindgren, R., & McDaniel, R. (2012).

Using case study in education research.

Transforming online learning through Sage. narrative and student agency. Journal of Henke, R. (2019). How most teachers teach Educational Technology & Society 15(4), and why. In Nehring, J., Szczesiul, S., 344-355. & Charner-Laird, M., Eds. Bridging the https://www.jstor.org/stable/10.2307/jedu progressive-traditional divide in ctechsoci.15.4.344 education reform: A unifying vision Loewen, J.W. (1995). Lies my teacher told for teaching, learning, and system level me: Everything your American history supports (59–68). Taylor & Francis. textbook got wrong. Touchstone.

James, S.L. and Amato, P.R. (2013), SelfLuckhardt, C. (2014). Teaching historical Esteem and the Reproduction of Social literacy and making world history Class. Social Science Quarterly 94, 933relevant in the online 955. https://doi.org/10.1111/ssqu.12019 discussion board. The History Teacher, Jang, H. (2019). Teachers’ intrinsic vs.

47, 187-196. extrinsic instructional goals predict their http://www.societyforhistoryeducation.or classroom motivating styles. Learning g/pdfs/F14_Luckhardt.pdf and Instruction 60 (2019), 286-300.

Muhammad, G. (2020). Cultivating genius: https://doi.org/10.1016/j.learninstruc.201 An equity framework for culturally and 7.11.001 historically responsive literacy.

Journell, W., Ed. (2022). Post-pandemic Scholastic. social studies: How COVID-19 has National Council for the Social Studies. changed the world and how we teach.

(2016). A vision of powerful teaching and Teachers College Press. learning in the social studies: A position Kaden, U. (2020). COVID-19 school statement of the National Council for the closure-related changes to the Social Studies. Social Education 80(3), professional life of a K-12 180-182. Retrieved from teacher. Education Sciences 10(6), 1https://www.socialstudies.org/social13. https://doi.org/10.3390/educsci10060 education/80/03/vision-powerful165 teaching-and-learning-social-studies 26

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators National Council for the Social Studies. https://nyscss.wildapricot.org/Resources/ (2013). College, career, and civic life Documents/Volumne%2010%20number framework for social studies standards. %202.pdf National Council for the Social Studies.

Russell, W. B. (2010). Teaching social Retrieved from studies in the 21st century: A research https://www.socialstudies.org/sites/defaul study of secondary social studies t/files/c3/c3-framework-for-socialteachers' instructional methods and studies-rev0617.pdf practices. Action in Teacher O’Kane, C. (2021). Nearly a dozen states Education 32(1), 65– want to ban critical race theory in 72. https://doi.org/10.1080/01626620.201 schools. CBS News. Retrieved 0.10463543 from https://www.cbsnews.com/news/crit Saavedra, A.R, & Opfer, V.D. (2012). ical-race-theory-state-bans/ Learning 21st century Oleson, A., & Hora, M. T. (2013). Teaching skills involves 21st century teaching. Phi the way they were taught? Revisiting the Delta Kappan 94(2), 8sources of teaching knowledge and the 13. https://doi.org/10.1177%2F00317217 role of prior experience in shaping 1209400203 faculty teaching practices. Higher Singer, A.J. (2010). Does lecturing have a Education, 68(1), 29– place in the social studies classroom? The 45. https://doi.org/10.1007/s10734-013Social Science Docket 10(2), 2-8.

9678-9 Retrieved from Panther, L., Allee-Herndon, K.A., Perrotta, https://nyscss.wildapricot.org/Resources/ & Cannon, S. (2021). I can tell you Documents/Volumne%2010%20number stories: Teacher education during %202.pdf educational disruption. The Teacher Sleeter, C. E. (2011). The academic and Educator 56(3), 327-345. social value of ethnic studies: A research https://doi.org/10.1080/08878730.2021.1 review the academic and social value of 918302 ethnic studies. National Education Perrotta, K.A., & Bohan, C.H. (2013). I hate Association. Retrieved from history: A study on student engagement http://hdl.handle.net/10919/84024 in community college undergraduate Stacy, J. (2009). The guide on the stage: In history courses. The Journal on defense of good lecturing in the history Excellence in College Teaching 24(4), classroom. Social Education 73(6), 27549-75.

278. Retrieved from Perrotta, K.A., & Bohan, C.H. (2018). More https://www.socialstudies.org/socialthan a feeling: Tracing the progressive education/73/6/guide-stage-defenseera origins of historical empathy in the good-lecturing-history-classroom social studies curriculum, 1890sStebbins, R. A. (2001). Exploratory research 1940s. The Journal of Social Studies in the social sciences. SAGE Research 42(1), 27Publications, 37. https://doi.org/10.1016/j.jssr.2017.01.

Inc. https://www.doi.org/10.4135/978141 002 2984249 Pezone, M. (2010). Does lecturing have a Stockard, J., Wood, T.M., & Khoury, C.R. place in the social studies classroom? The (2018). The effectiveness of direct Social Science Docket 10(2), 2-8. instruction curricula: A meta-analysis of a Retrieved from half century of research. Review of 27

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Educational Research 88(4), 479-504.

8. I have been teaching in-person since the https://doi.org/10.3102/00346543177519 COVID-19 pandemic 19 9.I have been teaching online only since the Thomas, S., & Howell, P. (2012). Dilemmas COVID-19 pandemic of a middle school teacher. Current Issues 10. I have been teaching in a hybrid format in Middle Level Education 17(2), 9– (both online and face to face) since the 15. https://files.eric.ed.gov/fulltext/EJ109 COVID-19 pandemic 2657.pdf 11. I have been lecturing when I teach social Vess, D. L. (2005). Asynchronous discussion studies since the COVID-19 pandemic and communication patterns in online 12. I took online classes as a student in and hybrid history middle school and/or high school courses. Communication 13. I took online classes as an undergraduate Education 54(4), 355-364. student in college https://doi.org/10.1080/03634520500442 14. I took online classes in graduate school 210 prior to the COVID-19 pandemic 15. I took online classes in graduate school ____________________________________ since the COVID-19 pandemic ___ 16. I feel comfortable using technology Appendix A when teaching social studies since the Survey: Graduate Teacher Educators’ COVID-19 pandemic Perspectives on Lecture as a Teaching Part II Method in Social Studies during the Directions: Please respond to each question COVID-19 Pandemic in as many complete sentences as possible.

Part I 17. How do you characterize ‘lecture?’

Directions: Choose the response that best 18. Approximately what percentage of class reflects your answers to each statement. time on average do you spend lecturing?

A. Strongly Agree B. Agree C. Neither 19. What strategies, if any, do you use in the Agree or Disagree D. Disagree E. Strongly remainder of your class time?

Disagree 20. What have been your experiences using 1. Lecturing is an effective method to teach lecture as a social studies teaching method social studies content prior to the COVID-19 pandemic?

2. Lecturing is an effective strategy to teach 21. What have been your experiences using social studies standards lecture as a social studies teaching method 3. Lecturing is an effective instructional since the COVID-19 pandemic? method to promote student engagement in 22. Do you think your students benefit from social studies lecture as a social studies teaching method?

4.Lecturing is enhanced with slide Explain why or why not. presentations (i.e., Power Point) 23. What other information or thoughts 5. Student note taking during lecture would you like to share? promotes student engagement in social Part III: Demographics (Optional) studies Directions: Please respond to following: 6. The COVID-19 pandemic has impacted Gender Identification: my perspectives on lecture as an effective Racial Identification: strategy to teach social studies Age: 7. I taught social studies online due to the Grade level and content area taught and COVID-19 pandemic. years teaching: 28

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Are you interested in participating in a Additional Follow-Up Questions follow-up interview?

1. Since we last spoke during the Spring Appendix B 2021 semester, did you go back to teaching Focus Group Session Questions in-person, online, or hybrid (both online and 1. Tell us about the settings where you teach. in-person instruction)?

How does the context, community, 2. Since starting the 2021-2022 school year, demographics, etc. that you teach impact have your views on lecture changed since how you make decisions when choosing we last spoke during the spring 2021 instructional methods in social studies? semester? If so, how? If not, why?

2. What are your overall thoughts about 3. Do you find that you are lecturing the lecture as a teaching method for social same amount as opposed to last school year? studies?

If so, how come? If more or less frequently, 3. How has the COVID-19 pandemic why? impacted and/or changed your views on 4. Do you find that COVID-19 protocols at lecture as a social studies teaching method? your school are impacting whether or not 4. What do you need to support your social you are choosing lecture as an instructional studies teaching in the virtual setting during method where you teach? Why or why not? this pandemic?

5. Do you find that the expectations of you 5. What do you need to support your social to lecture are the same, more, or less since studies teaching in the face-to-face setting we last spoke during the spring 2021 during this pandemic? semester? Why or why not?

7. What else would you like to share?

Is there anything else you would like to Appendix C share with me to follow up on the lecture Follow-Up Interview Questions study you participated in during the spring 1. What is the goal of social studies?

2021 semester?

2. Do you think lecture supports your beliefs in how and why we teach social studies?

3. What are benefits of lecture? Can you tell me what you think the benefits of lecture?

4. What skills do you think students gain or learn from lecture?

5. Do you believe you are expected to lecture? If so, by whom?

6. Do you think there is a disconnect between what your college of education and About the Authors your district expects, versus what your expectations?

Dr. Katherine Perrotta is an Assistant 7. Do you think that the COVID-19 Professor of Middle Grades and Secondary pandemic and shift to online teaching Education at Mercer University Tift College impacted your decision or your expectation of Education and a former middle school to lecture? social studies teacher in the New York City 8. Have these decisions or expectations Department of Education. Her research on changed if you went back to in-person historical empathy, social studies teaching and/or hybrid teaching? methods, and pre-service and in-service Appendix D social studies teacher professional 29

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators development have been published in leading journals such as The Journal of Social Studies Research, Social Studies Research and Practice, Social Education, Middle level Learning. The Social Studies, Curriculum and Teaching Dialogue, Educational Studies, and The American Educational History Journal.

Erica Adela Warren is a doctoral candidate in Curriculum and Instruction at Mercer University Tift College of Education. She has 13 years of experience working in middle school as a teacher and instructional coach. Ms. Warren studies middle schools and how to engage teachers in addressing assumptions that underly curriculum designs that dehumanize adolescents and erase their experiences.

Michael Champion is a doctoral candidate in Curriculum and Instruction at Mercer University Tift College of Education. He is a high school social studies educator, and social studies professional coordinator with a focus in critical and culturally relevant pedagogy. Mr. Champion’s current research involves deconstructing the dominant narrative by using critical and culturally relevant pedagogical interventions.

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“Why Do I Have to Do This?”: Strategically Connecting Course Content to Authentic Contexts Beyond the Classroom Erin F. Klash, Gilbert Dueñas, Shelly H. Bowden, Tami Shelley, Laura Wildman, Kelli Smith, and Austin B. Klash Department of Curriculum, Instruction, and Technology, Auburn University at Montgomery ______________________________________________________________________________ Frequently, educators hear questions from their students, such as, “Why do we have to do this?” or “When will I ever use this in the real world?” Questions such as these are legitimate and should be of utmost importance to educators at all levels because it directly addresses the relevancy of their course content. Educators should know and be able to communicate the “real world beyond the classroom” value of course content to their students. This paper describes systematic and deliberate approaches used by six faculty members at a regional, four-year university to promote authentic learning which educators can easily adapt and implement in a variety of educational contexts to help bridge the authenticity gap between theory and practice.

Contexts Beyond the Classroom Erin and her son, Austin, were engaged in a discussion at dinner one evening about his high school coursework. Austin blurted out that the work he had been tasked to complete held no real life purpose and posed the question, “Why do I have to do this?” As an educator and parent, this question resonated clearly. She started thinking about how educators help students to bridge the

gap between the need to learn academic content and the applied, authentic “realworld beyond the classroom” value of that content. In other words, she questioned how she deliberately assisted her students in visualizing the relevancy of her course content. Frequently, students in both P-12 and higher education classrooms pose the legitimate question presented by Austin–and rightfully so. This question prompted discussion among the authors of this paper, regarding how we, as course instructors, create authentic connections between our course content and our students’ lives beyond the classroom.

The Value of Authentic Learning What does it mean to be authentic in the context of learning experiences? On the most basic level, if something is authentic, it is real. In a classroom context, authentic activities are those that have some connection to content and experiences that are real beyond the walls of the classroom.

Chen et al. (2013) presented a variety of characteristics that portray authentic tasks such as having “real-world relevance, illdefined problems, sustained investigations, multiple perspectives, collaboration, 31

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators reflection, interdisciplinary perspectives, completed as part of coursework to integrated assessment polished products, and usefulness as pertinent to their future goals multiple interpretations” (p. 173). Authentic (Sherman, 2017). Additionally, Hattie activities promote the connection between (2012), asserted that learning should be the acquisition of content in a real-world visible to students, to help them value situation which promotes creative thinking, learning–to be motivated to engage in critical thinking, and/or problem-solving lifelong learning (p. 1). skills (Essop, 2020). Wiggins (1990) Like Austin, students often ask the described authentic tasks in the context of question, “Why do I have to do this?” On assessment. He asserted that these tasks are August 29, 2020, the website, Edutopia, “ill-structured” because they help students shared a quotation by educator Howie Hua “rehearse for the ‘game’ of adult and on their social media page. Hua (2020) professional life” (p. 1). Resnick (1987) stated, “To prevent giving out busywork, described significant differences between write down the purpose of the assignment, “school” learning and learning outside of the and if you aren’t 100% convinced about that school context, noting the frequent purpose, consider reassigning it.” Hua’s disconnect between classroom learning and (2020) statement speaks directly to the social experiences and learning outside of question, “Why do I have to do this?” the classroom which, frequently, require a Ultimately, it addresses the value of course great deal of cognitive resources. content in authentic settings.

In short, authentic learning activities are As educators in a teacher preparation deliberately planned experiences that program, it is our desire that our pre-service promote higher-order thinking while teacher candidates strategically and connecting course content to life beyond the deliberately plan and facilitate instructional classroom. Resnick (1987) stated, “There is activities with authentic contexts for their growing evidence, then, that not only may own future students. In order for our schooling not contribute in a direct and candidates to be able to do this, they need to obvious way to performance outside school, see it in action; therefore, we strive to bridge but also that knowledge acquired outside the gap through our practice, modeling a school is not always used to support invariety of strategies to bridge the gap school learning” (p. 15). As educators, it is between theory and practice. important to help our students bridge the gap Investigating Authentic Learning between classroom and life experiences.

Opportunities in Coursework In consideration of motivation, authentic Educators make purposeful and activities and learning experiences have deliberate decisions when planning for great potential to inspire students to desire to instruction. After informal conversations as engage in tasks that bridge the course-life a result of Erin’s conversation with Austin, connection gap. The expectancy-value we (the researchers, or the first six authors) theory of motivation is predicated on decided to investigate how we each bringing value to tasks (Ormrod & Jones, deliberately incorporate authentic learning 2018). Specifically, utility value is important activities in our own courses. Therefore, this in authentic learning experiences in which study sought to answer the question, “How students are able to connect tasks to be 32

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators do you incorporate authentic learning within classroom and what we have already learned your own courses?” at home and in our neighborhood? Why is it This study took place at Auburn not possible for our children to learn about University at Montgomery where all the diverse, cultural experiences that each researchers were employed and teaching, at child brings into the classroom? As an the time. The six researchers, who also educator of 17 years, I have come to realize served as participants, were selected based that real children with real lives and diverse on two criteria: service in the same life experiences occupy our classrooms department and background in childhood across the United States. To heal the education. While each served in very difference felt between the real world of different roles, including early childhood each child and school knowledge, I believe education faculty, foundations of education that each child’s life story, imagination, and faculty, reading faculty, intern unspoken dream need to be the centerpiece supervisors/coordinators, and/or director of of what is learned in educational spaces. We the “Early Learning Center” on campus, we must celebrate every child who enters our each shared similarities in teaching respective classroom; we must champion experience. children’s unabridged ideas that naturally In order to answer the question posed by emerge from classroom discourse. In my this study, first, an informal conversation third year as an elementary school teacher, a took place. Then, via email, each author child uttered, “Mr. Dueñas, why do you so provided a vignette that outlined a context often say, you believe in us? You do not and strategy used to promote authentic even know where we live or what we do learning. when we are not at school.” That child’s After data was collected, the principal poignant question made me realize that author hand-coded each vignette using open children accord greater credence to what I coding, then compared the codes in search say when I have come to know, understand, of commonalities and differences (Bogdan and authentically value their true selves. & Biklen, 2007; Yin, 2016). Following the When I became an elementary school initial analysis process, themes were created, teacher in 2004, I came across Christensen and connections were made to the literature. and Karp’s (2003) publication: Rethinking Voices from the Classroom: A Collection School Reform: Views from the Classroom. of Vignettes Late at night or early in the morning, I Drawing upon their classroom instruction reflected on each page of this publication and supervision experience of pre-service and found a passage that to this day has teachers, the authors offered the following guided my classroom pedagogy: “A teacher practical vignettes and experiences detailing cannot build a community of learners unless how each brings authenticity to their course the voices and lives of the students are an content. integral part of the curriculum” (p. 61). Each Gilbert: Incorporation of “Real World” successive year as an educator has given me Experiences the privilege to learn from my students’ Why do our classrooms emphasize book questions, ideas, and hopes for a better knowledge? More specifically, why is there world. Morris Massey (1976) once said, a wall between what we learn in our “What you are is where you were when.”

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators This truism has guided my commitment as hoped to gain from taking my course. Once an educator to be real for my students, more again, this allows me to align my students’ importantly, to know more about their real expectations with my professorial lives. instructional practices. There are times when Tami: Student Input on Learning a student enrolls in a class thinking the Opportunities course objective will follow a particular One basic strategy I use originated in the direction; however, once I address my elementary classroom with the annual, students’ misconceptions and uncertainties beginning of the school year, parent and fully explain the aim of the course, they meetings. When I taught third grade, I feel more at ease. I feel a communication posed the following question in written form strategy that clarifies student concerns and to the parents in my room on Open House questions empowers all participants in a Night at the beginning of the year. I asked college class to value the relevance of parents to tell me (in writing) what they academic content with their life experiences. hoped their child would receive from being This type of clarification also encourages in my classroom during the upcoming my reflection on assignments, class school year. I encouraged them to list activities, and fieldwork to accomplish that multiple expectations in the order of clear course goal. importance as seen through their eyes as a Laura: Story-Telling to Construct parent. This was invaluable to me in Meaning clarifying expectations and helping me A phrase I often use when explaining understand where parents stood in their view assignments is “Let me tell you a story…” I of that particular grade level’s requirements use personal stories and experiences, and benchmarks, as well as social and textbook examples, and even current (or behavioral expectations. This valuable semi-current) news stories to tie the information helped me convey to parents a connection between the assignment and the more realistic view of developmentally real world. I have found students enjoy appropriate academic, social, and emotional hearing real-life experiences, as many can expectations for their child during that relate and will volunteer their own personal specific year of school. Asking parents for stories or examples, as well. input before the year begins signals that the While explaining the guidelines and teacher is open to parent feedback and rubric for an upcoming assignment on clarification concerning expectations Culture and Diversity, I heard some groans associated with the school year. from the students. I decided to pause for a Communication between parent and teacher moment and then ask them a simple allows time to share and fully explain question, “Do any of you know about assignments and activities, enabling parents Mongolian spots?” No one raised their hand to see how these expectations are closely or spoke up to answer, so I proceeded to tell linked to the overall learning goals for the them the story of how I had a young student year. in my class of Korean descent who had what I use this same strategy in the college appeared to be bruises all over his back. At classroom by asking my students during the first glance, it would seem as though he had first class meeting to write down what they been abused. However, because I did 34

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators research for my Culture and Diversity My idea was to ask college students for project in college, I remembered that young their input on our syllabus. Instead of me, in children of Asian descent often have my role as a teacher, assigning all points for birthmarks, which appear blue, then fade as assignments, I left all points blank. I wanted they get older, called “Mongolian spots.” my college students to feel empowered by The story generated several shocked faces coming together to assign points for their and the connection seemed to make sense to assignments. them. Students began to ask questions, and Because they had never been asked to be several wanted to share their own a part of this process, this student, and the experiences in similar situations. I had to others in my class, expressed their concern end the discussion, simply because we were as to “what to do.” After an explanation on running out of time in class, but I expressed my part, students quickly embraced the TQM strategy and ultimately came up with how exciting it would be to resume the the same points I had wanted to be conversation once everyone had time to generated, too, for each assignment. complete the Culture and Diversity As a former kindergarten teacher and assignment. The simple, personal vignette now college professor, I have found that from my experience helped my students to TQM can be implemented at any age/grade. see the authentic value in completing the Empowerment through TQM is truly work. relevant for students and teachers.

Shelly: You Want Us to Do What?

Erin: Background and Purpose As a graduate assistant teacher standing Statements in front of my first undergraduate class, the In an effort to help teacher candidates student in the back of our classroom literally transfer knowledge from an academic shouted out, “You want us to do what?” I context to an authentic context beyond my had heard about Total Quality Management college classroom, I include overt (TQM) at a teacher workshop and wanted to background and purpose statements on my implement strategies from it for this course. assignments, which are, largely, Deming’s (1986) proposition of TQM was performance assessments couched in a new. In his TQM work, Bonstingl (1992) context representative of scenarios they will focused on four principles to incorporate encounter in their own classrooms. The when applying TQM in the academic background statement is reflective of skills setting. These include working together for or concepts that students have been studying the good of the group, constant development or learning about in the course. Purpose through reflection, acknowledging learning statements define why candidates are tasked as a process, and combined leadership. with an assignment and provide an overt These four strategies promote active connection to why they need to know, participation for everyone involved, which understand, and apply the content in turn, enables communication between knowledge to their profession. For example, students and teachers to have results that are in my Principles of Teaching course, I more prosperous. Additionally, TQM facilitate a unit on classroom and behavior acknowledges the improvements, not management. For the culminating project of necessarily the perfections. this unit, candidates construct a management 35

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators plan, which can ultimately be adapted for Pre-service teachers in the final their own classroom. The background and internship phase complete a weekly purpose statements on the assignment are: reflection on three prompts: “What are some Background: Positive observations and/or experiences you had this classroom management is week?”, “What are some opinions or essential to an effective reactions you had this week?” and “What learning environment. This questions do you have?” These questions includes all of the procedural, encourage pre-service teachers to ponder all management tasks you and aspects of the teaching profession, possible your students will use to keep struggles they have encountered, and/or the classroom running as personal anxieties that might arise. The presmoothly as possible. service teachers send me their reflections for Discipline, or behavior, feedback, which, as noted in Dumlao and management refers to Pinatacan’s (2019) study, is important to expectations, or rules, you facilitate change. will use to promote positive This activity encourages pre-service interactions. teachers to evaluate personal and Purpose: The purpose of this professional challenges that might arise in assignment is to provide you the teaching profession. It is imperative for with an opportunity to teachers to reflect upon observations, consider procedures, lessons, and communication with students, expectations, and parents, and peers in order to grow as consequences (both positive professional educators. Adding this and negative) you might use in assignment during the student internship your classroom. These things phase might foster an intrinsic desire to should connect, in some way, continue self-reflection as they transition to to your vision and philosophy full-time educators. statement, as your beliefs will Each of the anecdotes above represents (or should) influence your an example of how we facilitate learning management plan. experiences, bringing authenticity and value Frequently, I discuss the Background and to the content of our courses.

Purpose statements in class with students, What Does This Mean? drawing specific attention to them or, if the As each vignette was coded and course is an online class, I explain the analyzed, it became apparent that three statements in a brief discussion of the major themes emerged from the data: assignment. Constructing and drawing reflection, communication, and diversity in attention to these direct statements helps experiences. Each of the themes which students to create a connection between the emerged connected to the characteristics of course activity and their own lives beyond authentic learning activities, as noted by the walls of our university in a highly Chen et al. (2013). Furthermore, these personalized manner. themes presented in unique ways even Kelli: Strategic Reflection among the six researchers and authors of this study.

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Reflection In all vignettes, communication, or All six researchers and authors noted the collaboration (Chen et al., 2013), was a key use of reflection as part of authentic learning aspect of bringing authenticity to learning experiences. The reflective practice took experiences. Gilbert, Tami, and Shelly relied place in two forms: the part of the course on student input to guide learning and instructor and the part of the student. For instructional activities. Drawing upon example, as a result of commentary from students’ experiences beyond the classroom, students, Gilbert spent a great deal of time they were able to deliberately plan to reflecting on how he could incorporate his incorporate elements of unique experiences students’ lives beyond the classroom into his into meaningful activities. Kelli relied upon coursework and Tami reflected on her communication through reflection to help students’ expectations or desired course students truly connect experiences in clinical learning to help her guide instruction. experiences to content learned throughout Conversely, Kelli facilitated reflection the coursework. Laura helped her students among her students based on their realconstruct authentic connections by world internship experiences, while Shelly communicating true stories of her own asked her students to reflect collectively on content connections. Abrahamson (2011) the authentic course content they wished to described that people learn through be evaluated upon in practice. Without storytelling. Though he noted that some question, reflection has been a long-standing instructors are uncomfortable with sharing practice in teacher preparation programs and personal experiences, he stated that students promotes growth–in both teaching and connect with real, concrete experiences in a learning contexts (Etscheidt et al., 2012; way that helps to bring course content to Mills, et al., 2020). As connected to Kelli’s life. Erin communicated clear statements on use of reflection, Dumlao and Pinatacan assignments to make overt connections (2019) discussed the value of pre-service between her course content and experiences teachers’ use of reflective writing, beyond the classroom that were authentic in particularly during student teaching nature. McTighe and Brown (2004) internships. Findings from their study described research conducted by Newmann suggest, “Reflective journal writing was an et al. (2001), in which they defined authentic encouraging tool for their professional intellectual activity as experiences that development, critical thinking, and “produce discourse, products, or evaluating their daily performances” (p. performances that have value beyond 469). The authors expressed the importance school” (p. 29). Each researcher in this study of implementing a reflective assignment sought to do that through communication in during student teaching, as it facilitated prevarious forms. service teachers’ development of Diversity in Experience professional knowledge. In each context In authentic learning, consideration is noted, reflection was used to promote given to diverse learning experiences authentic learning from either the reflective of life beyond the classroom instructor’s or student’s perspective.

(Chen et al., 2013; Resnick, 1987; Wiggins, Communication 1990). Four of the six authors referenced an acknowledgment of diverse needs beyond 37

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators content, based on their vignettes. Gilbert statements on tasks. Incorporate their brought authenticity to his class through experiences into learning activities and home life, whereas Tami, Laura, and Erin assessments. Ask what they would like to connected with authenticity through take from the learning and how it will help professional contexts and work scenarios, them as developing professionals beyond the mainly, addressing classroom application of course context. content within the teacher preparation Step 3: Provide the Time Needed to Truly courses. McTighe and Brown (2004) Learn and Reflect on Learning! indicated that students should “be expected As instructors, sometimes, it is easy to to apply knowledge and skills in meaningful move quickly through content and activities tasks within authentic contexts” (p. 27), because we have a great deal of it to address which is precisely what took place in the in a finite period of time. However, above anecdotes. authentic learning takes time, and time is Adapting for Implementation needed for multiple opportunities to practice Based on these stories, how might (Chen et al., 2013; Hattie, 2009). Reflection educators in a variety of courses adapt the is key at this time as it is an excellent venue strategies noted for their own use? Below, to examine strengths in learning and we offer considerations as a plan for opportunities for growth. adaptation and use.

Conclusion Step 1: Deliberately Consider Audience By deliberately considering our students’ and Purpose experiences in strategic planning to facilitate Just as we each did in our own unique connections between theory and practice, way, consider who is being taught and what instructors are better equipped to help value students should take from the learning students construct those connections. Then, activity. McTighe and Brown (2020) students are able to clearly understand why indicated that planning should start with they need to learn specific content or determining desired results of lessons and complete designated activities and how they with that, the value of content should be will use it in their lives beyond the included. Consider diverse experiences and classroom. Through this process, the bring that into instructional planning and question “Why do I have to do this?” facilitation. As planning takes place, ask, becomes the informed statement, “I “Why is this important to my students’ lives understand why I have to do this.” When and how can they use this in the world students understand why something is beyond my classroom?” important, they are better able to make Step 2: Communicate! connections with the content. Finally, when Communication takes place in many students make strong connections between forms, from collaboration with instructors coursework and life beyond school, they are and peers to feedback to questioning and able to truly learn and apply information to many more ways. Be prepared to authentic scenarios, then reflect on those communicate the value of content and experiences, which should help them authentic learning exercises explicitly, to construct the precise answer to the question, students. Overtly, help students to visualize “Why do I have to do this?” this value through story-telling or explicit References 38

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators Abrahamson, C. (2011). Methodologies for Hattie, J. (2009). Visible learning: A motivating student learning through synthesis of over 800 meta-analyses personal connections. Public Policy related to Online, 2011(3), 1-14. achievement. Routledge.

Bogdan, R. C., & Biklen, S. K. (2007).

Hua, H. [@howie_hua]. (2020, August 29). I Qualitative research for education: An made it to Edutopia. [Tweet]. Twitter. th introduction to theories and methods (5 https://twitter.com/howie_hua/status/129 ed.). Pearson.

9858004125253632?lang=en Bonstingl, J. J. (1992). The quality Massey, M. (1976). What you are is where revolution in education. Educational you were when: The original [Film].

Leadership, 50(3), 4-9.

Enterprise Media.

Chen, G. D., Nurkhamid, Wang, C. Y., Yang, McTighe, J., & Brown, P. (2020). Standards S. H., Lu, W. Y., & Chang, C. K. (2013). are not curriculum: Using understanding Digital learning playground: Supporting by design to make the standards come authentic learning experiences in the alive. Science and Children, 58(1), 76-81. classroom. Interactive Learning Mills, A. M., Weaver, J. C., Bertelsen, C. D., Environments, 21(2), 172-183. DOI & Dziak, E. T. (2020). Take pause in 10.1080/10494820.2012.705856 quiet moments: Engaging in reflection to Christensen, L., & Karp, S. (2003). guide instruction. The Reading Teacher, Rethinking school reform: Views from the 74(1), 71-78. DOI:10.1002/trtr.1915. classroom. Rethinking Schools, Ltd. Newmann, F. M., Bryk, A., & Nagaoka, J. Demings, W. E. (1986). Out of the crisis.

(2001). Authentic intellectual work and Massachusetts Institute of Technology, standardized tests: Conflict or Center for Advanced Engineering Study. coexistence? Improving Chicago Schools, Dumlao, R. P., & Pinatacan, J. R. (2019).

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From practice to writing: Using reflective Ormrod, J. E., & Jones, B. (2018). journal instruction in enhancing preEssentials of educational psychology: Big service teachers’ professional ideas to guide effective teaching (5th ed.), Pearson. development. International Journal of Resnick, L. (1987). Learning in school and Instruction, 12(4), 459–478. out. Educational Researcher, 16(9), 13Essop, M. F. (2020). Implementation of an 20. authentic learning exercise in a Sherman, W. (2017). Framing unschooling postgraduate physiology classroom using theories of motivation. Journal of setting. Advances in Physiology Unschooling and Alternative Learning, Education, 44(3), 496-500.

11(22), 76-99.

Etscheidt, S., Curran, C., & Sawyer, C. Wiggins, G. (1990). The case for authentic (2012). Promoting reflection in teacher assessment. Practical Assessment, preparation programs: A multilevel Research, and Evaluation, 2(2), 1-4. model. Teacher Education and Special Yin, R. K. (2016). Qualitative research from Education, 35(1), 7-26. DOI: start to finish (2nd ed.). The Guilford Press.

10.1177/0888406411420887

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators course called Foundations of Education: Educational Psychology. She has the unique opportunity to work with a diverse group of students and seeks opportunities to engage in research that is meaningful for all of them.

About the Authors Erin F. Klash is an Associate Professor in the College of Education at Auburn University at Montgomery. Research interests related to this topic include instructional strategies educators use to facilitate positive, effective learning environments in K-12 and higher education classrooms.

Kelli Smith is currently a 3rd grade teacher at Helena Intermediate School in Shelby County Schools. Research interests include building positive teacher-student relationships, using self-reflection as a tool to facilitate change, and reading instruction.

Austin B. Klash is a sophomore in the Raymond J. Harbert College of Business at Auburn University majoring in finance.

Research interests include investment and market analysis.

Gilbert Dueñas is a Professor in the College of Education at Auburn University at Montgomery. Research interests include exploring the effects of Hispanic household and cultural heritage on children’s out-ofschool mathematics and literacy learning.

Shelly H. Bowden is a Professor in the College of Education at Auburn University at Montgomery. Her research interests concerning the subject include empowering students and teachers as stakeholders of their own learning in academic classrooms.

Tami Shelley is an Associate Professor in the College of Education at Auburn University at Montgomery. Research interests related to this topic include preservice teacher preparation and purposeful learning experiences.

Laura Wildman is the Director of the Early Learning Center within the College of Education at Auburn University at Montgomery. While she supervises college students completing field experience hours in the center, she also teachers a college 40

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GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators

GEORGIA ASSOCIATION of TEACHER EDUCATORS ANNUAL FALL CONFERENCE

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Cover artwork by Zoe Adams Age 8