By Alicia R. Crowe
This choice of works highlights ways in which self-study of training and instructor schooling practices can develop conversations and data in social reports schooling. The booklet includes chapters which explicitly deal with the ability of self-study for social reviews academics and instructor educators. for instance, how a social stories instructor engaged in self-study learns and grows as a instructor; how a instructor educator thinks approximately, makes use of, and grows of their figuring out of perform whereas concentrating on rationales in social experiences 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 reviews concentration and in a social experiences context. the writer of this ebook goals so as to add new dimensions to conversations happening in groups - self-study and social stories schooling. The book’s powerful topic quarter 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 stories instructing and instructor schooling provides to the ongoing social reports schooling conversations approximately educating 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
333). Creation of such false categorizations, in Dewey’s view, was tantamount to “the setting up of different types of life-experience,” wherein the values of one group could be considered simply incompatible with the values of others (p. 333). This, in turn, leads some to exercise power over others through the invocation of special privileges related to race, gender, social position, or any of a number of irrelevant statuses that may do nothing to adequately solve the problem at hand. The only thing that should matter in social problem solving, Dewey believed, is the quality of the potential solutions advanced by people deliberating among social equals.
International handbook of self-study teaching and teacher education practices (pp. 375–419). Dordrecht: Springer. (Originally published in 2004) Hamilton, M. , & Pinnegar, S. (2009). Creating representations: Using collage in self-study. In D. L. Tidwell, M. L. Heston, & L. M. ), Research methods for the self-study of practice (pp. 155–170). Dordrecht: Springer. Hamilton, M. , & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography.
Studying Teacher Education, 2(2), 119–136. , & Sikkenga, K. (2006b). From teacher to teacher educator: Experiences, expectations, and expatriation. Studying Teacher Education, 2(1), 5–23. East, K. (2009). Using metaphors to uncover selves in my practice. Studying Teacher Education, 5(1), 21–31. Evans, R. W. (2004). The social studies wars: What should we teach the children? New York: Teachers College Press. Evans, R. W. (2008). Pedagogic creed as foundation: An approach to teaching social studies methods.