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Provides a coherent and strong set of studies and philosophical pieces that exemplify how self-study can help social studies educators develop a body of knowledge about teaching social studies teachers
Adds a new dimension to the self-study community’s conversations, due its unique subject area and specific focus
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.
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.