Talking about credibility, students, and facilitation: Opportunities to learn about teaching online evaluations in rehearsal debriefs

Abstract

Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students’ reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content.