By Alicia R. Crowe
This choice of works highlights ways in which self-study of training and instructor schooling practices can improve conversations and information in social reports schooling. The booklet comprises chapters which explicitly handle the facility of self-study for social reports lecturers 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 realizing of perform whereas concentrating on rationales in social stories instructing. additional chapters contain discussions of connections among the 2 fields, and particular examples are supplied of ways self-study can happen with a social experiences concentration and in a social experiences context. the writer of this publication goals so as to add new dimensions to conversations happening in groups - self-study and social reviews schooling. The book’s robust topic quarter brings concentration to already wealthy instructor schooling conversations in self-study. even if, 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 continued social reviews schooling conversations approximately instructing and learning.
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Additional resources for Advancing Social Studies Education through Self-Study Methodology: The Power, Promise, and Use of Self-Study in Social Studies Education
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). Self-study in teaching about teaching. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. ), International handbook of self-study teaching and teacher education practices (pp. 1295–1332). Dordrecht: Springer.
There was nothing then so important, according to Dewey, as “a rethinking of the whole problem of democracy and its implications” (p. 225). The Laboratory School was designed as a place where such rethinking could occur; it was not merely a proving ground for Dewey’s philosophical beliefs but a place where social barriers could be removed in pursuit of democracy. Still convinced that pernicious dualisms could be found everywhere in social life, Dewey (1916) explained, in Democracy and Education, that they exist “in the hard and fast walls which mark off social groups and classes within a group: like those between rich and poor, men and women, noble and baseborn, ruler and ruled” (p.
They define ontological stance as “an orientation in doing research whereby the researcher feels an obligation to improve the quality of the lived experience of others and is interested in using research as a tool for creating environments that reflect the researchers’ beliefs about what the ideal situation or experiences would be” (p. 237). As they share: underlying our concern in studying our own practice as teacher educators is our obligation to create practice environments that enable our teacher candidates to flourish in ways that, in turn, contribute to deeper learning for their future students.