By Alicia R. Crowe
This choice of works highlights ways in which self-study of educating and instructor schooling practices can strengthen conversations and information in social reports schooling. The e-book includes chapters which explicitly handle the facility of self-study for social experiences lecturers and instructor educators. for instance, how a social reviews instructor engaged in self-study learns and grows as a instructor; how a instructor educator thinks approximately, makes use of, and grows of their realizing of perform whereas targeting rationales in social reviews educating. additional chapters contain discussions of connections among the 2 fields, and particular examples are supplied of ways self-study can take place with a social reports concentration and in a social stories 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 robust topic zone brings concentration to already wealthy instructor schooling conversations in self-study. although, the focal point on self-study and the ability of this technique for studying approximately and bettering social stories educating and instructor schooling provides to the ongoing social stories schooling conversations approximately educating and learning.
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Extra info for Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education
Dinkelman (2003) has already explored the potential of self-study as a “means and ends tool” for promoting reflective teaching in teacher education coursework, but what are the implications of reflective thinking and self-study for social studies education specifically? Much of the existing literature base on self-study relates to teacher education generally and is not domain-specific to the subject matter teachers teach in schools. Missing is a rationale explaining how self-study can help teachers conceptualize the subjects they teach, as well as their general practice as teachers, in more meaningful and powerful ways.
B. ), Handbook of complementary methods in education research (pp. 503–518). Mahwah, NJ: Lawrence Erlbaum. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective practice. Journal of Teacher Education, 54(1), 6–18. , & Sikkenga, K. (2006a). From teacher to teacher educator: Reframing knowledge in practice. Studying Teacher Education, 2(2), 119–136. , & Sikkenga, K. (2006b). From teacher to teacher educator: Experiences, expectations, and expatriation.
One theme that consistently connects reviews of research on social studies teacher education (Adler, 1991, 2008; Armento, 1996; Banks & Parker, 1990) is that there is a lot more that we do not know than we do know about almost every conceivable aspect of the field. From basic demographic data about both the people who educate new social studies teachers and those who enroll in their programs to the broad range of questions about what actually happens when these two groups come together in teacher education programs, it is difficult to look into any feature of social studies teacher education before running into a wave of mostly unanswered questions.