Will Lectures Survive the Pandemic? Views and Implementation of Traditional Lecture in Middle and Secondary Social Studies Amid the Covid-19 Pandemic
Location
Session 4 Presentations - COVID-19 & K-12 Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
A chasm exists between research-based advocacy for student-centered 21st-century instruction in social studies and teacher-centered lecture, which teachers continue to view as an effective method for delivering social studies content. This chasm loomed large as Covid-19 fundamentally changed the ways teachers deliver instruction. We interviewed pre-service and in-service social studies teachers for their perspectives on how they define lecture, how and why they choose to lecture, and whether the technologically driven paradigm shift due to the COVID-19 pandemic impacted their instructional and pedagogical choices. Grant and Gradwell's (2009) ambitious teaching framework calls for teachers to use their knowledge of content, students, and school and community contexts to design powerful and robust learning opportunities. We applied the ambitious teaching framework to focus group interview transcripts, lesson plans, and survey responses and found that the pandemic did not fundamentally alter pre-service and in-service teachers’ views on lecture but did shift their use of technology and the practicalities of implementing lecture. This study supports colleges of education, school districts, and professional development organizations in understanding how teachers' views have shifted throughout the pandemic and how best to support teachers in using pedagogical practices that foster ambitious social studies instruction.
Keywords
Lecture, social studies, instructional technology
Professional Bio
Erica Warren is a Ph. D. candidate in the Curriculum and Instruction program at Mercer University and a middle grades instructional coach. Michael Champion is a Ph. D. candidate in the Curriculum and Instruction program at Mercer University and is a high school teacher. Katherine Perrotta is an assistant professor at Mercer University.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Warren, Erica Adela; Champion, Michael; and Perrotta, Katherine A., "Will Lectures Survive the Pandemic? Views and Implementation of Traditional Lecture in Middle and Secondary Social Studies Amid the Covid-19 Pandemic" (2021). Georgia Educational Research Association Conference. 83.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/83
Will Lectures Survive the Pandemic? Views and Implementation of Traditional Lecture in Middle and Secondary Social Studies Amid the Covid-19 Pandemic
Session 4 Presentations - COVID-19 & K-12 Education
A chasm exists between research-based advocacy for student-centered 21st-century instruction in social studies and teacher-centered lecture, which teachers continue to view as an effective method for delivering social studies content. This chasm loomed large as Covid-19 fundamentally changed the ways teachers deliver instruction. We interviewed pre-service and in-service social studies teachers for their perspectives on how they define lecture, how and why they choose to lecture, and whether the technologically driven paradigm shift due to the COVID-19 pandemic impacted their instructional and pedagogical choices. Grant and Gradwell's (2009) ambitious teaching framework calls for teachers to use their knowledge of content, students, and school and community contexts to design powerful and robust learning opportunities. We applied the ambitious teaching framework to focus group interview transcripts, lesson plans, and survey responses and found that the pandemic did not fundamentally alter pre-service and in-service teachers’ views on lecture but did shift their use of technology and the practicalities of implementing lecture. This study supports colleges of education, school districts, and professional development organizations in understanding how teachers' views have shifted throughout the pandemic and how best to support teachers in using pedagogical practices that foster ambitious social studies instruction.
