Managing the Paradoxes of Discussion Pedagogy

Autor/inn/en	Piro, Jody S.; Anderson, Gina
Titel	Managing the Paradoxes of Discussion Pedagogy
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1045220 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2015.1045220
Schlagwörter	Teaching Methods; Discussion (Teaching Technique); Guidelines; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Lernleistung; Schulerfolg
Abstract	Discussion pedagogy is part of a larger curricular goal that intersects the two aspirations of diversity of perspectives and democratic inquiry in that it challenges stereotypes and assumptions through student discourse. Yet, teaching with discussion is a complex and sometimes ambiguous endeavor that leaves instructors feeling pulled between desirable, but seemingly contradictory, goals. This article discusses these paradoxes of instructional choices and student outcomes that instructors may negotiate through polarity management, a theoretical framework that focuses on values that are diametrically opposed, yet interdependent upon each other. Implications of polarity management for discussion pedagogy are highlighted. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01