Decoding the Disciplines as a Pedagogy of Teacher Education

Abstract

This paper makes a conceptual argument for using the Decoding the Disciplines research paradigm as a pedagogical innovation in the field of teacher education. It incorporates empirical findings from a research project in which teacher candidates conduct Decoding interviews to deepen understanding of historical thinking and learn pedagogical practices. Results indicate teacher candidates benefitted from conducting Decoding the Disciplines research and saw connections between that research and their future practice.

Keywords

• Decoding the Disciplines
• teacher education
• disciplinary thinking
• historical thinking