By Alicia R. Crowe
This selection of works highlights ways in which self-study of training and instructor schooling practices can enhance conversations and information in social stories schooling. The publication includes chapters which explicitly handle the facility of self-study for social reports academics and instructor educators. for instance, how a social reports instructor engaged in self-study learns and grows as a instructor; how a instructor educator thinks approximately, makes use of, and grows of their knowing of perform whereas targeting rationales in social stories educating. additional chapters comprise discussions of connections among the 2 fields, and particular examples are supplied of ways self-study can happen with a social experiences concentration and in a social reviews context. the writer of this ebook goals so as to add new dimensions to conversations happening in groups - self-study and social reviews schooling. The book’s powerful topic region brings concentration to already wealthy instructor schooling conversations in self-study. in spite of the fact that, the focal point on self-study and the facility of this system for studying approximately and enhancing social reviews educating and instructor schooling provides to the continued social reports schooling conversations approximately instructing and learning.
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Extra resources for Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education
V. 2010 21 22 D. Powell social studies. This seems especially true in light of the fact that reflective teaching is widely seen as a possible antidote to the control-oriented, fact-based recall and recitation pedagogical practices that have long characterized social studies teaching in schools (Cuban, 1984, 1991; Goodlad, 1984; Kincheloe, 2001; McNeil, 1988; Powell, Farrar, & Cohen, 1985). Perhaps a little Deweyan thoughtfulness is just what the doctor ordered. This chapter explores the nature of Dewey’s pragmatic philosophy as it relates to the concepts of reflective thinking, democratic education, and self-study.
6). One immediate issue that arises in conversations about the definition of the field is what the self in self-study means. Answers within self-study range along a continuum representing the extent to which the self of the researcher is featured as the focus of inquiry. On one end of this continuum is the view that studies are not self-studies unless they explicitly and directly attend to the selves being studied. Self-study in this strict sense is grounded in the idea that we teach “who we are,” and emphasizes the relationships between beliefs and action.
Pp. 17–36). New York: State University of New York Press. Russell, T. (2007a). How experience changed my values as a teacher educator. In T. Russell & J. ), Enacting a pedagogy of teacher education (pp. 182–191). London: Routledge. Russell, T. (2007b). Tracing the development of self-study in teacher education research and practice. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 7–39). Dordrecht: Springer.
Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education by Alicia R. Crowe