Abstract
This chapter explores the development of, and research findings generated from, a self-study collaborative consisting of four social studies education graduate students and two social studies education faculty members. Conceived as a way to explore graduate education as a space for thinking differently about social studies teaching and learning, each member chose to engage in her/his own self-study on specific connections between their work as graduate students and classroom teachers. The collective acted as a place to both support and push members in the planning and implementation of their studies from inception to public presentation of findings.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Berry, A., & Loughran, J. J. (2005). Teaching about teaching: The role of self-study. In C. Mitchell, S. Weber, & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 168–180). New York: Routledge Falmer.
Cochran-Smith, M. (2005). The new teacher education: For better or for worse. Educational Researcher, 34(7), 3–17.
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Cole, A. L., Knowles, J. G. (1998). Reforming teacher education through self-study. In A. L. Cole, R. Elijah, & J. G. Knowles (Eds.), The heart of the matter: Teacher educators and teacher education reform (pp. 41–54). San Francisco, CA: Caddo Gap.
Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–18.
Grainger, T., Barnes, J., & Scoffham, S. (2004). A creative cocktail: Creative teaching in initial teacher education. Journal of Education for Teaching, 30(3), 243–253.
James, J. H. (2008). Teachers as protectors: Making sense of preservice teachers’ resistance to interpretation in elementary history teaching. Theory and Research in Social Education, 36(3), 172–205.
Jeffrey, B. (2006). Creative teaching and learning: toward a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414.
Johnston, M. (2006). The lamp and the mirror: Action research and self studies in the social studies. In K. Barton (Ed.), Research methods in social studies education: Contemporary issues and perspectives (pp. 57–83). Greenwich, CT: Information Age.
LaBoskey, V. K. (2004). Afterword. Moving the methodology of self-study research and practice forward: Challenges and opportunities. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1169–1184). Dordrecht: Kluwer.
Loughran, J. J. (2007). A history and context of self-study in teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study teaching and teacher education practices (pp. 7–39). Dordrecht: Springer.
Louie, B. Y., Drevdahl, D., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. Journal of Higher Education, 74(2), 150–171.
Ochoa-Becker, A. (2007). Democratic education for social studies: An issues-centered decision making curriculum. Charlotte, NC: Information Age.
Samaras, A. P., & Freese, A. R. (2006). Self-Study of teaching practices. New York: Peter Lang.
VanSledright, B. A. (2004). What does it mean to think historically… and how do you teach it? Social Education, 68(3), 230–233.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Netherlands
About this chapter
Cite this chapter
Hawley, T.S., Crowe, A.R., Knapp, K.A., Hostetler, A.L., Ashkettle, B., Levicky, M. (2010). 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. In: Crowe, A. (eds) Advancing Social Studies Education through Self-Study Methodology. Self Study of Teaching and Teacher Education Practices, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3943-9_11
Download citation
DOI: https://doi.org/10.1007/978-90-481-3943-9_11
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3942-2
Online ISBN: 978-90-481-3943-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)