By Alicia R. Crowe
This choice of works highlights ways in which self-study of educating and instructor schooling practices can develop conversations and data in social experiences schooling. The ebook comprises chapters which explicitly deal with the ability of self-study for social experiences academics and instructor educators. for instance, how a social experiences 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 concentrating on rationales in social stories instructing. extra chapters contain discussions of connections among the 2 fields, and particular examples are supplied of ways self-study can take place with a social stories concentration and in a social reports context. the writer of this booklet goals so as to add new dimensions to conversations happening in groups - self-study and social experiences schooling. The book’s powerful topic sector brings concentration to already wealthy instructor schooling conversations in self-study. although, the focal point on self-study and the ability of this system for studying approximately and enhancing social stories educating and instructor schooling provides to the continued social experiences schooling conversations approximately educating and learning.
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Additional info for Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education
Ritter, J. K. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3(1), 5–22. Ritter, J. K. (2009). Developing a vision of teacher education: How my classroom teacher understandings evolved in the university environment. Studying Teacher Education, 5(1), 45–60. Ritter, J. , & Hawley, T. S. (2007). Takin’ it to the streets: A collaborative selfstudy into social studies field instruction. Social Studies Research and Practice, 2(3), 341–357.
Attempts to distinguish different forms of practitioner inquiry typically turn to conversations of methodology (Zeichner & Noffke, 2001; Cochran-Smith & Donnell, 2006). For example, self-study has had a long relationship with action research. In fact, many self-study community members also engage in action research or have been leaders in action research (Jean McNiff and Jack Whitehead are two examples). But, as a field we have continued to remain a distinct form of inquiry. Feldman, Paugh, and Mills (2007) explore the relationship between action research and self-study.
K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 943–977). Dordrecht: Springer. (Originally published in 2004) Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York: Holt, Rinehart, and Winston. R. Crowe and T. , & Perselli, V. (2007). Knowledge, social justice, and selfstudy. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp.
Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education by Alicia R. Crowe