By Sabrina Marsh Ed.D. (auth.), Cameron White (eds.)
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Additional resources for Journeys in Social Education
Studying teachers’ knowledge of classrooms: Collaborative research, ethics, and the negotiation of narrative. The Journal of Educational Thought, 22(2A). Conle, C. (1997). Images of change in narrative inquiry. Teachers and Teaching: Theory and Practice, 3(2), 205–219. Connelly, F. , & Clandinin, D. J. (2000). The narrative understandings of teacher knowledge. Journal of Curriculum and Supervision, 15(4), 315–331. Craig, C. J. (1997). Telling stories: Accessing beginning teacher knowledge. Teacher Education, 9, 61–68.
There was another consideration. I always thought that teaching and learning involved the teacher actively imparting wisdom. Now, I needed to look at it a different way and to encourage students to take on a greater role in the learning environment. Why is it important for students to realize their roles in the educational system? What are the benefits or consequences for challenging students to consider the “lived dimensions” of the contexts of their lives (Kincheloe, 2004)? Making meaning of pedagogy in methods courses, inexperienced instructors frequently rely on strategies introduced through scholarly publications strictly related to strategies applied to the discipline - a view that Kincheloe (2001) calls the “nonconceptual, technical view of Social Studies teaching” (p.
Journal of Curriculum and Supervision, 17(2), 104–119. Dewey, J. (1938). Experience and education. New York: Simon and Schuster. DeWitt, S. , & Freie, C. (2005). Focusing methods on goals: Problems and possibilities. The Social Studies, 96(6), 241–245. Evans, R. W. (2004). The social studies wars: What should we teach the children? New York: Teachers College Press. Fordham, N. , & Sandmann, A. (2002). Taming the text: Engaging and supporting students in Social Studies readings. The Social Studies, 93(4), 149–58.