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Advancing Social Studies Education through Self-Study Methodology

The Power, Promise, and Use of Self-Study in Social Studies Education

  • Alicia R. Crowe

Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 10)

Table of contents

  1. Front Matter
    Pages i-xxiii
  2. Alicia R. Crowe, Todd Dinkelman
    Pages 1-19
  3. Todd S. Hawley, Alicia R. Crowe, Katie Anderson Knapp, Andrew L. Hostetler, Bryan Ashkettle, Michael Levicky
    Pages 177-196
  4. Back Matter
    Pages 209-217

About this book

Introduction

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.

Keywords

Dewey Nation Self-study Social Studies Education citizenship education democratic citizenship democratic education pragmatism teacher education

Editors and affiliations

  • Alicia R. Crowe
    • 1
  1. 1.Dept. Teaching, Learning & Curriculum StKent State UniversityKentUSA

Bibliographic information