Skip to main content
SpringerLink
Log in

Intimate Conversations

Self-Study and Educational Foundations

  • Living reference work entry
  • First Online:
2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

  • 199 Accesses

Abstract

This chapter examines the relationship and interaction between self-study methodologies in teacher education and foundations of education courses. These courses commonly consider the history and philosophy of education, as well as sociology and, on occasion, psychology of education. There is relatively little self-study scholarship pertaining to the foundations, and extant work focuses primarily on philosophy, history, and social justice work. A prescient theme in the literature is the necessity of relating “theory” to “practice.” Educational philosophy and history, as examples, may appear to be removed from the practical realities of classroom work for teacher candidates, but they can offer possibilities for the examination of how teacher educator and teacher candidates think about, understand, and act in their everyday practice. Foundations courses and self-study are both rooted in biographical, reflective, and mindful practices within teacher education and beyond.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Aronowitz, S., & Giroux, H. A. (1993). Teaching and the role of the transformative intellectual. In S. Aronowitz & H. A. Giroux (Eds.), Education still under siege. Westport: Bergin and Garvey.

    Google Scholar 

  • Bales, B. L. (2006). Teacher education policies in the United States: The accountability shift since 1980. Teaching and Teacher Education, 22(4), 395–407.

    Article  Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.

    Article  Google Scholar 

  • Beadie, N. (1996). From ‘teacher as decision maker’ to ‘teacher as participant in shared decision making’: Reframing the purpose of social foundations in teacher education. Teachers College Record, 98(1), 77–103.

    Google Scholar 

  • Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764.

    Article  Google Scholar 

  • Berry, A. (2007). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3, 117–134.

    Article  Google Scholar 

  • Breck, S., & Krim, J. (2012). Practice-based teaching: A self-study by two teacher educators at the graduate level. Studying Teacher Education, 8(3), 289–302.

    Article  Google Scholar 

  • Bredo, E. (2005). Addressing the social foundations ‘accountability’ dilemma. Educational Studies, 38(3), 230–241.

    Article  Google Scholar 

  • Bullock, S. M., & Christou, T. M. (2009). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education, 5(1), 75–88.

    Article  Google Scholar 

  • Bullough, R. V., Jr. (1989). First year teacher: A case study. New York: Teachers College Press.

    Google Scholar 

  • Bullough, R. V., Jr. (2008). Teaching and reconsidering the social foundations of education: A self- study. Studying Teacher Education, 4(1), 5–15.

    Article  Google Scholar 

  • Butin, D. W. (2004). The foundations of preparing teachers: Are education schools really ‘intellectually barren’ and ideological? Teachers College Record, 24.

    Google Scholar 

  • Butin, D. W. (2005). How social foundations of education matters in teacher preparation: A policy brief. Educational Studies, 38, 214–229.

    Article  Google Scholar 

  • Butin, D. W. (2007). Dark times indeed: NCATE, social justice, and the marginalization of multicultural foundations. Journal of Educational Controversy, 2(2).

    Google Scholar 

  • Carter, J. H. (2008). On the path to becoming ‘highly qualified’: New teachers talk about the relevancy of social foundations. Educational Studies, 44(3), 222–246.

    Article  Google Scholar 

  • Christou, T. (2009). Gone but not forgotten: The decline of history as an educational foundation. Journal of Curriculum Studies, 41(5), 569–583.

    Article  Google Scholar 

  • Christou, T. M. (2010). Reflecting from the margins of education faculties: Refiguring the humanist, and finding a space for story in history. Brock Education, 20(1), 49–63.

    Google Scholar 

  • Christou, T. M., & Bullock, S. M. (2014). Learning and teaching about social studies and science: A collaborative self-study. The Social Studies, 105, 1–11.

    Article  Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.

    Google Scholar 

  • Cohen, S. (1976). The history of the history of American education, 1900–1976: The uses of the past. Harvard Educational Review, 46(3), 298–330.

    Article  Google Scholar 

  • Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue and change in education. Educational Researcher, 32(4), 3–14.

    Article  Google Scholar 

  • Council of Learned Societies in Education. (1996). Standards for academic and profession instruction in foundations of education, educational studies, and educational policy studies. San Francisco: Caddo Gap Press.

    Google Scholar 

  • Dewey, J. (1929). The sources of a science of education. New York: Horace Liverright.

    Google Scholar 

  • Diem, J., & Helfenbein, R. J. (2008). Introduction. In J. Diem & R. J. Helfenbein (Eds.), Unsettling beliefs: Teaching theory to teachers (pp. xvii–xvxx). Charlotte: Information Age.

    Google Scholar 

  • Dottin, E., Jones, A., Simpson, D., & Watras, J. (2005). Representing the social foundations of education in NCATE: A chronicle of twenty-five years of effort. Educational Studies, 38, 241–254.

    Article  Google Scholar 

  • Durkheim, E. (1977). The evolution of educational thought: Lectures on the formation and development of secondary education in France (P. Collins, Trans.). London: Routledge and Kegan Paul.

    Google Scholar 

  • Gibson, D. D. (2002). A historical analysis of the relationship between foundations of education and the academic disciplines, 1934–2000 (Unpublished doctoral dissertation). Kent State University, Kent.

    Google Scholar 

  • Goodlad, J. I. (1990). Teachers for our nation’s schools. San Francisco: Jossey-Bass.

    Google Scholar 

  • Gutek, G. L. (2001). Historical and philosophical foundations of education: Selected readings. Upper Saddle River: Prentice-Hall.

    Google Scholar 

  • Johanningmeier, E. (1991). Through the disarray of social foundations: Some notes toward a new social foundations. Educational Foundations, 5(4), 5–39.

    Google Scholar 

  • Johnston, S. (1994). Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45, 199–208.

    Article  Google Scholar 

  • Keightley, E., Pickering, M., & Allett, N. (2012). The self-interview: A new method in social science research. International Journal of Social Research Methodology, 15, 507–521.

    Article  Google Scholar 

  • Kliebard, H. M. (1995). Why history of education? Journal of Educational Research, 88(4), 194–199.

    Article  Google Scholar 

  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. 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. 817–869). Boston: Kluwer.

    Chapter  Google Scholar 

  • Ladson-Billings, G. (2001). Crafting a culturally relevant social studies approach. In E. Wayne Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities. New York: SUNY Press.

    Google Scholar 

  • Lewis, J. B. (2013). New challenges, new vision: Why social foundations and teacher education partnerships matter. Educational Studies, 49(2), 169–182.

    Article  Google Scholar 

  • Liston, D., Whitcomb, J., & Borko, H. (2009). The end of education in teacher education: Thoughts on reclaiming the role of social foundations in teacher education. Journal of Teacher Education, 60, 107–111.

    Article  Google Scholar 

  • Loughran, J. J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Abingdon: Routledge.

    Google Scholar 

  • Lovin, L. H., Sanchez, W. B., Leatham, K. R., Chauvot, J. B., Kastberg, S. E., & Norton, A. H. (2012). Examining beliefs and practices of self and others: Pivotal points for change and growth for mathematics teacher educators. Studying Teacher Education, 8(1), 51–68.

    Article  Google Scholar 

  • McCarthy, M. R. (2006). The rise and fall of ED200F. Educational Studies, 39(2), 134–145.

    Article  Google Scholar 

  • McNiff, J., & Whitehead, J. (2010). You and your action research project (3rd ed.). London: Routledge.

    Google Scholar 

  • Morrison, K. (2007). Shaking foundations. Rethinking Schools, 21(4), 23–24.

    Google Scholar 

  • Mueller, J. (2006). Does talking the talk mean walking the walk? A case for forging closer relationships between teacher education and educational foundations. Educational Studies, 39, 146–162.

    Article  Google Scholar 

  • Murrow, S. E. (2008). Charting ‘unexplored territory’ in the social foundations: Pedagogical practice in urban teacher education. Educational Studies, 43, 229–245.

    Article  Google Scholar 

  • Nieto, S. (2010). The light in their eyes: Creating multicultural communities (10th anniversary ed.). New York: Teachers College Press.

    Google Scholar 

  • Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

    Google Scholar 

  • Philip, T. M. (2013). Articulating the purpose of a social foundations of education course through instructor self-interviews. Studying Teacher Education, 9(3), 203–218.

    Article  Google Scholar 

  • Pinar, W. F. (Ed.). (1974). Heightened consciousness, cultural revolution, and curriculum theory (The proceedings of the Rochester conference). Rochester.

    Google Scholar 

  • Pinar, W. F. (1994). Autobiography, politics and sexuality. New York: Peter Lang.

    Google Scholar 

  • Pinar, W. F. (2004). What is curriculum theory? Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Pinar, W. F. (2012). What is curriculum theory? (2nd ed.). New York: Routledge.

    Book  Google Scholar 

  • Pinar, W. F. (2014). Curriculum: A complicated conversation over time. Education Letter, (Spring/Summer), 4–7.

    Google Scholar 

  • Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.

    Google Scholar 

  • Pinnegar, S., & Hamilton, M. L. (2010). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. Dordrecht: Springer.

    Google Scholar 

  • Public Agenda. (2000). A sense of calling: Who teaches and why. New York: Author.

    Google Scholar 

  • Roosevelt, G. (2011). Values added: The uses of educational philosophies in an accelerated teacher training program. Educational Studies, 47(6), 545–560.

    Article  Google Scholar 

  • Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks: Sage.

    Google Scholar 

  • Seixas, P. (2015). A model of historical thinking. Educational Philosophy and Theory, 49, 593–605.

    Article  Google Scholar 

  • Sevier, B. (2005). “What does this have to do with us?”: Pursuing transformative possibilities and cultural relevancy in a social foundations teacher education course. Theory and Research in Social Education, 33(3), 347–375.

    Article  Google Scholar 

  • Shields, J. J., Jr. (1968). Social foundations of education: Trends and texts. Teachers College Record, 70(1), 77–87.

    Google Scholar 

  • Stones, E. (1989). Pedagogical studies in the theory and practice of teacher education. Oxford Review of Education, 15, 3–15.

    Article  Google Scholar 

  • Swain, A. (2013). The problem with ‘nuts and bolts’: How the emphasis on ‘highly qualified professionals’ is undermining education. Educational Studies, 49(2), 119–133.

    Article  Google Scholar 

  • Tozer, S., & Butts, R. F. (2011). The evolution of social foundations of education. In S. Tozer, B. P. Gallegos, A. M. Henry, M. B. Greiner, & P. G. Price (Eds.), Handbook of research in the social foundations of education (pp. 4–14). New York: Routledge.

    Google Scholar 

  • Tozer, S., & Miretzky, D. (2005). Social foundations, teaching standards, and the future of teacher preparation. In D. W. Butin (Ed.), Teaching social foundations of education: Contexts, theories, and issues (3–28). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Tozer, S., Anderson, T. H., & Armbruster, B. B. (1990). Psychological and social foundations in teacher education: A thematic introduction. Teachers College Record, 91, 293–299.

    Google Scholar 

  • Wagoner, J. L. (1976). Should there be life after death? The case of the foundations of education. Educational Studies, 7(7), 1–7.

    Article  Google Scholar 

  • Warren, D. (1998). From there to where: The social foundations of education in transit again. Educational Studies, 29, 117–130.

    Article  Google Scholar 

  • Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: University of Washington, Center for the Study of Teaching and Policy.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Queen’s University, Kingston, ON, Canada

    Michael Pitblado & Theodore Michael Christou

Authors
  1. Michael Pitblado
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Theodore Michael Christou
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michael Pitblado .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Faculty of Educatioon, Brock University, Ontario, Canada

    Julian Kitchen

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Pitblado, M., Christou, T.M. (2019). Intimate Conversations. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_36-1

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-1710-1_36-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1710-1

  • Online ISBN: 978-981-13-1710-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation