Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education

Autor/inn/en	Piro, Jody; Anderson, Gina
Titel	Discussions in a Socrates Café: Implications for Critical Thinking in Teacher Education
Quelle	In: Action in Teacher Education, 37 (2015) 3, S.265-283 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1048009
Schlagwörter	Teacher Education; Critical Thinking; Questioning Techniques; Teaching Methods; Scaffolding (Teaching Technique); Benchmarking; Computer Mediated Communication; Graduate Students; Academic Standards; Educational Benefits; Thinking Skills; Classification + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Kritisches Denken; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsertrag; Denkfähigkeit; Classification system; Klassifikation; Klassifikationssystem
Abstract	The purpose of this study was to benchmark the types of Socratic questioning that were occurring in a Socrates Café, an online discussion forum, in a graduate-level diversity course in teacher education. The Universal Intellectual Standards were used to analyze Socratic questioning. Results suggested that the nine Universal Intellectual Standards provided an exceptional deductive framework for understanding the types and frequencies of Socratic questioning occurring in the Socrates Café. The benefits of using a Socrates Cafe discussion for instruction to scaffold critical thinking are discussed and implications for teacher education are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01