Advancing Social Studies Education Through Self-study Methodology: The Power, Promise, And Use Of Self-study In Social Studies Education (self-study Of Teaching And Teacher Education Practices)

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. Series Editors Foreword 5 References 7 Contents 8 Contributors 10 About the Authors 11 From Idea to Fruition 13 Who Am I? 13 Conversations Begin 14 The Idea Comes to Life 15 What is Included in this Book to Think About? 16 References 20 1 Self-Study and Social Studies: Framing the Conversation 22 Understanding Self-Study 23 The Community 24 The Research Genre 25 The What, How, and Why of Self-Study 26 Social Studies Education and Self-Study 30 Similar Histories and Interests 31 Multiple Definitions/Conceptualizations 31 Equity and Social Justice 32 John Dewey and Reflective Thinking 32 What Have Social Studies Self-Studiers Been Focused on Lately? 33 How Might Self-Study Benefit Social Studies Education? 34 References 37 2 Join, or Die A Pragmatic Case for Reflective Self-Study in Social Studies 41 Deweyan Pragmatism, Reflective Thinking, and Democracy 43 The Case for Reflective Teaching in Social Studies 46 Why Arent Teachers More Reflective? 49 Encouraging Reflective Thinking Through Pragmatism and Self-Study 52 References 54 3 Looking Glass on the Dresser: Finding Florence Fisher Farr 57 A Self-Study Across Generations 57 Beginnings 59 Escapes 60 Gypsy Years 61 Teaching 63 New York Years 64 On the Road 67 From Flo to Me 69 References 72 4 Self-Study Methodology as a Means Toward Ongoing Rationale Development and Refinement 74 Rationale Development and Social Studies: Flashback to the 1970s 75 Rationale Development and Social Studies: A New Generation 78 Self-Study Methodology 79 Bringing Two Worlds Together 80 Examining the Ongoing Development and Refinement of My Rationale: A Self-Study 81 Data Collection and Analysis 82 Findings 82 Beginning with Praise as Part of Attempting to Push Students to Think Differently 82 Renewing My Focus on the Pedagogy of the Process 84 Finding Room for Improvement 85 Discussion 86 Concluding Thoughts 87 References 88 5 Diversity, Democracy, and Documentation: A Self-Study Path to Sharing Social Realities and Challenges in a Field-Based Social Studies Curriculum Methods Course 90 Literature Review 91 Praxis Inquiry and Teacher Education 91 Elementary School Social Studies 92 Teacher Educator as Teacher, Learner, and Researcher 93 Inquiry for All 93 The Self-Study Project 93 Results of the Self-study 95 Preservice Teachers 95 Linguistic Diversity 96 High Levels of Knowledge 98 Disability 99 The Professor 102 Discussion 103 References 104 6 Modeling Self-Study in Social Studies Teacher Education: Facilitating Learning About Teaching for Democratic Citizenship 106 Research Frame 108 Self-Study as a Teaching and Research Methodology 110 Modeling Self-Study in a Social Studies Teacher Education Course 111 Thinking Publicly About Content 112 Thinking Publicly About Pedagogy 114 Thinking Publicly About Classroom Management 116 Discussion 118 References 119 7 Internationalising Social Studies Programmes Through Self-Study 122 Internationalising the Curriculum: An On-Going Self-Study 124 Where I Began: Defining the Scope of Internationalisation 126 Approaches to Internationalisation (Knight, 1999 ) 127 Activity: 127 Competency: 127 Ethos: 127 Process: 127 The First Phase of the Self-Study 127 Students Views at the Start of the Self-Study and What They Made Me Consider 128 Going Further with the Self-Study 129 The Next Step: The Students Present Their Ideas 132 Students' Deepening Understandings of Internationalisation 133 What Did I Learn from My Students? 134 Conclusions 135 References 135 8 Social Skills in Action: An Ethic of Care in Social Studies Student Teaching Supervision 137 Supervising Student Teachers, Building Professional Relationships 138 Understanding the Lens of Ethical Care 139 Pitching a Tent in the Social Skills Camp 140 Laying Out the Study 141 The Context 141 Research Goals 141 Methodology 142 Why Self-Study? 142 Data Collection Methods 142 Analytic Processes 142 Cultivating Care 143 Anticipated Steps 143 Your Responsibilities 143 Unanticipated Steps 144 Interacting Care 146 Care as Perspective Taking: Understanding a Divided Classroom 147 Care as Collaboration: Prompting Student Engagement 148 A Caring Cycle 150 Discussion 152 Implications 152 The Power of Self-Study for My Practice 153 References 153 9 Self-Studys Influence on Graduate Studies and Social Studies Teaching: Bridging Intent and Action 156 Theoretical Framework 157 The Goal of Social Studies Education 157 Individual and Social Change Through Inquiry 157 Inquiry and Social Change 158 Conceptualization and Enactment of Self-Study Methodology 159 What is Self-Study? 159 Collaborative Group Influence 160 The Self-Study Design 161 Research Questions 161 Context 162 Data Collection and Analysis 162 What I Learned from this Self-Study 163 Influence of Image and Efficacy on Effective Teaching 164 Engagement and Student Resistance from Expectations 165 Transition from Reflective Practitioner to Focused Inquiry Stance 168 Discussion 168 Power and Promise of Self-Study in Social Education 169 The Self-Study and Social Studies Relationship 170 Self-Study and the Power to Bridge Theory and Practice 170 Conclusion 171 References 172 10 Complicating Coherence: Self-Study Research and Social Studies Teacher Education Programs and Practices 174 Complicating Coherence 174 Researching Social Studies Teacher Education 177 Self-Study Steps Toward Coherence: An Example 181 References 190 11 I Love It When a Plan Comes Together: Collaborative Self-Study in Graduate School as a Space to Reframe Thinking About Social Studies Teaching and TeacherEducation 193 Theoretical Framework 193 Moving from Traditional Classroom Roles into a Research Collective 195 Graduate Student Self-Studies 196 Bryan's Risk Taking in the Classroom 196 Context 196 Self-Study Design 197 An Example of Risk Taking 198 What I Learned 199 The Collaborative Group 199 Katie's Complexity and Controversy in a Social Studies Methods Course 200 Context 200 Self-Study Design 200 What I Learned 201 The Collaborative Process 202 Michael's Creativity and the Social Studies Classroom 203 Context 203 Self-Study Design 203 What I Learned 204 The Collaborative Process 205 Andy's Bridging Graduate Studies and Teaching Practice Through Self-Study 205 Context 205 Self-Study Design 205 What I Learned 206 Collaborative Process 208 Discussion 208 Promoting Student Engagement 209 Increased Sense of Professionalism 209 The Power of Collaborative Self-Study 210 Conclusion 211 References 211 12 Looking Across and Moving Forward: Shared Connections and Future Questions 213 Themes Across the Works 213 Understanding and Improvement -- with a Democratic Twist 215 Opening up the Messiness of Teaching and Teacher Education 216 Building Connections Across the Works 217 What Can Self-Study Do to Advance Social Studies Education? 220 How Can Social Studies Focused Self-Studies Add to Larger Conversations in Self-Study About Teacher Education? 220 Self-Study Questions for Social Studies Educators 221 References 222 Name Index 224 Subject Index 229 Front Matter....Pages i-xxiii Self-Study and Social Studies: Framing the Conversation....Pages 1-19 Join, or Die! A Pragmatic Case for Reflective Self-Study in Social Studies....Pages 21-36 Looking Glass on the Dresser: Finding Florence Fisher Farr....Pages 37-53 Self-Study Methodology as a Means Toward Ongoing Rationale Development and Refinement....Pages 55-70 Diversity, Democracy, and Documentation: A Self-Study Path to Sharing Social Realities and Challenges in a Field-Based Social Studies Curriculum Methods Course....Pages 71-86 Modeling Self-Study in Social Studies Teacher Education: Facilitating Learning About Teaching for Democratic Citizenship....Pages 87-102 Internationalising Social Studies Programmes Through Self-Study....Pages 103-117 Social Skills in Action: An Ethic of Care in Social Studies Student Teaching Supervision....Pages 119-137 Self-Study’s Influence on Graduate Studies and Social Studies Teaching: Bridging Intent and Action....Pages 139-156 Complicating Coherence: Self-Study Research and Social Studies Teacher Education Programs and Practices....Pages 157-175 I Love It When a Plan Comes Together: Collaborative Self-Study in Graduate School as a Space to Reframe Thinking About Social Studies Teaching and Teacher Education....Pages 177-196 Looking Across and Moving Forward: Shared Connections and Future Questions....Pages 197-207 Back Matter....Pages 209-217 Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. Some of the pieces chosen for this book will provide theoretical connections between the two fields (e.g. how values and principles important to both fields work together, are similar, and can help each field expand). Others will provide specific examples of self-studies that focus on social studies specific concepts. The book provides a strong and clear introduction of self-study to the field of social studies education as well as an argument for its use to further understand social studies teaching and teacher education. It also provides the self-study community with an example of how self-study can be used to look at content specific aspects of teaching and teacher education. 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. --Book Jacket