Abstract
Rationale development, as a core theme of social studies teacher education, has received renewed attention in recent years (Hawley, 2010). Simultaneously, interest in and the use of self-study as a methodology for researching and reframing teaching and teacher education has also increased (Loughran, 2007; Russell, 2007). Despite similar approaches and goals for improving social studies teaching and learning, both exist in relative isolation, or at least in quiet conversation. As part of this quiet conversation, social studies teacher educators have been using self-study methods and methodology to examine the process of improving their practice as teacher educators (Dinkelman, 2003; Dinkelman, Margolis, & Sikkenga, 2006a, 2006b; Powell & Hawley, 2009; Ritter, 2007, 2009; Ritter, Powell, & Hawley, 2007, 2008). As the chapters in this book demonstrate, the conversation is not only growing louder, it is creating a collaborative spirit among social studies teacher educators who share a common interest in rethinking their own practice, pedagogy, and decision making.
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Hawley, T.S. (2010). Self-Study Methodology as a Means Toward Ongoing Rationale Development and Refinement. 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_4
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