By Alicia R. Crowe
This choice 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 comprises chapters which explicitly tackle 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 figuring out of perform whereas concentrating on rationales in social experiences instructing. extra chapters comprise discussions of connections among the 2 fields, and particular examples are supplied of the way self-study can happen with a social experiences concentration and in a social experiences context. the writer of this booklet goals so as to add new dimensions to conversations occurring in groups - self-study and social stories schooling. The book’s robust topic zone brings concentration to already wealthy instructor schooling conversations in self-study. even though, the point of interest on self-study and the ability of this system for studying approximately and enhancing social stories instructing and instructor schooling provides to the ongoing social reviews 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
LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 1443–1481). Dordrecht: Springer. (Originally published in 2004) Barr, R. , Barth, J. , & Shermis, S. S. (1977). Defining the social studies. Arlington, VA: National Council for the Social Studies. Barton, K. C. (2006). Introduction. In K. C. ), Research methods in social studies education: Contemporary issues and perspectives (pp. 1–10). Greenwich, CT: Information Age Publishers. Berry, A. (2007).
Dinkelman studies classrooms by shaping the values, beliefs, and thinking of those who enter the field. Besides improving practice, we believe self-study research offers social studies researchers an opportunity to build community within social studies education. One of the currents felt at the biannual Castle Conference (the international self-study conference), experienced in other forums that feature self-study scholarship, and heard in the conversations shared by self-study researchers is how exciting and professionally affirming it is to know there are others who care about teacher education in ways that you do.
She cites the possibility of self-study as a means to “contribute in a systematic, reflective way” (p. 345) to what the field knows about the preparation of social studies teachers. Much of the work featured in this book adds to the developing body of work cited by Johnston and Adler. If the research referenced across these sources has not secured a prominent place for self-study on the map of social studies research, at least there are more markers than on the version representing the field a decade or so ago.
Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education by Alicia R. Crowe