Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education

ISBN-13: 9789400732766 / Angielski / Miękka / 2012 / 217 str.

Alicia R. Crowe

Opis

Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education.

Spis treści

1: 'What is self-study? An overview to frame the conversation'; Alicia R. Crowe & Todd Dinkelman. 2: 'Bridging Theory and Practice through Social (self) Studies'; David Powell. 3: 'Self-Study and Citizenship Education in Social Studies Teacher Education'; Alicia R. Crowe. 4: 'The very democratic dreams of Florence Fisher Farr: A self-study across generations'; Linda Farr Darling. 5: 'Self-study methodology as a means toward on-going rationale development and refinement'; Todd S. Hawley. 6: 'Self-study and social studies teacher education: Towards program coherence and connection'; Todd Dinkelman. 7: 'Self-study as a desirable source of tension in social studies teacher education for democratic citizenship'; Jason Ritter. 8: 'Diversity, democracy, and documentation: A path to sharing social realities and challenges in a field-based social studies curriculum methods courses through self-study'; Diane E. Lang. 9: 'Internationalising social studies programs through self study and action research'; Libby Tudball. 10: '‘I love it when a plan comes together’: Self-study, graduate school and the social studies teacher/teacher educator'; Todd S. Hawley, Alicia R. Crowe, Katie Anderson Knapp, Bryan Ashkettle, Andy Hostetler, Michael Levicky. 11: 'Perspectives, Collaboration, and Experiences: An Ethic of Care in Social Studies Student Teaching Supervision'; Muffet Trout. 12: 'Implications for Using Self-Study in Graduate Studies: Professional and Pedagogical Development of a Social Studies Teacher-Learner'; Andrew L. Hostetler. 13: 'Bringing ideas together: Implications and discussions of self-study for social studies education'; Alicia R.Crowe.

Blurb

This collection of works highlights ways that self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. The book contains chapters which explicitly address the power of self-study for social studies teachers and teacher educators. For example, how a social studies teacher engaged in self-study learns and grows as a teacher; how a teacher educator thinks about, uses, and grows in their understanding of practice while focusing on rationales in social studies teaching. Further chapters include discussions of connections between the two fields, and specific examples are provided of how self-study can occur with a social studies focus and in a social studies context. The author of this book aims to add new dimensions to conversations taking place in two communities - self-study and social studies education. The book’s strong subject area brings focus to already rich teacher education conversations in self-study. However, the focus on self-study and the power of this methodology for learning about and improving social studies teaching and teacher education adds to the continuing social studies education conversations about teaching and learning.