Social Skills in Action: An Ethic of Care in Social Studies Student Teaching Supervision

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


The theory of ethical care, as explored by Noddings (1986, 2002, 2003), serves as a framework for understanding relationships between people. In her philosophical treatise, Caring: A feminine approach to ethics and moral education, Noddings (2003) describes the experiences one may have when caring for another or helping another learn how to care, all while striving toward ethical ideals. The purpose of this chapter is to present an example of pedagogy that brings ethical care to the forefront of student teaching supervision, what I refer to as a pedagogy of care. Additionally the aim is to demonstrate how self-study methodology enabled me, a student teaching supervisor, to explore systematically my pedagogy of care to better understand my practice and my self as a teacher educator in the social studies.


Student Teacher Student Teaching Social Study Lesson Plan Ethical Care 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Adler, S. (2008). The education of social studies teachers. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 329–351). New York: Routledge.Google Scholar
  2. Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Earlbaum Associates.Google Scholar
  3. Bazeley, P. (2007). Qualitative data analysis with NVivo. Los Angeles, CA: Sage.Google Scholar
  4. Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501–518.CrossRefGoogle Scholar
  5. Bullough, R. V. (2008). Teaching and reconsidering the social foundations of education: A self-study. Studying Teacher Education, 4(1), 5–15.CrossRefGoogle Scholar
  6. Caires, S., & Almeida, L. S. (2007). Positive aspects of the teacher training supervision: The student teachers’ perspective. European Journal of Psychology of Education, 22(4), 515–528.CrossRefGoogle Scholar
  7. Clift, R.T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The reports of the AERA panel on research and teacher education (pp. 309–424). Washington, DC: American Education Research Association.Google Scholar
  8. Dewey, J. (1916). Democracy and education. New York: The Macmillan Company.Google Scholar
  9. 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.CrossRefGoogle Scholar
  10. Feimen-Nemser, S., & Buchmann, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 3(4), 255–273.CrossRefGoogle Scholar
  11. Gagnon, P. (1996). History’s role in civic education: The precondition for political intelligence. In W. C. Parker (Ed.), Educating the democratic mind (pp. 241–262). Albany: State University of New York Press.Google Scholar
  12. Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 514–535). New York: MacMillan.Google Scholar
  13. Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and promise of self-study. In M. Hamilton (Ed.), Reconceptualizing teaching practice: Developing competence through self-study (pp. 235–246). London: Falmer.Google Scholar
  14. Hertzberg, H. (1981). Social studies reform: 1880–1980. Boulder, CO: Social Science Education Consortium.Google Scholar
  15. Johnston, M. (2006). The lamp and the mirror: Action research and self-studies in the social studies. In K. C. Barton (Ed.), Research methods in social studies education: Contemporary issues and perspectives (pp. 57–83). Greenwich, CT: Information Age.Google Scholar
  16. Kennedy, M. (1998). Learning to teach writing: Does teacher education make a difference? New York: Teachers College Press.Google Scholar
  17. Knight Abowitz, K., & Harnish, J. (2006). Contemporary discourses on citizenship. Review of Educational Research, 76(4). 653–690.CrossRefGoogle Scholar
  18. Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.Google Scholar
  19. 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). Dordrecht: Kluwer.Google Scholar
  20. Montecinos, C., Cnudde, V., Ow, M., Solis, M. C., Suzuki, E., & Riveros, M. (2002). Relearning the meaning and practice of student teaching supervision through collaborative self-study. Teaching and Teacher Education, 18, 781–793.CrossRefGoogle Scholar
  21. National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies. Retrieved July 21, 2008, from
  22. Newmann, F. M., Secada, W. G., & Wehlage, G. G. (1995). A guide to authentic instruction and assessment: Vision, standards and scoring. Madison, WI: Wisconsin Center for Educational Research.Google Scholar
  23. Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56(4), 496–510.Google Scholar
  24. Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.Google Scholar
  25. Noddings, N. (2003). Caring: A feminine approach to ethics and moral education (2nd ed.), Berkeley, CA: University of California Press.Google Scholar
  26. Olmstead, M. (2007). Enacting a pedagogy of practicum supervision: One student teacher’s experiences of powerful differences. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp.138–148). London: Routledge.Google Scholar
  27. Parker, W. C. (Ed.). (1996). Educating the democratic mind. Albany, NY: State University of New York Press.Google Scholar
  28. Ravitch, D., & Finn, C. E. Jr. (1987). What do our 17-year olds know? A report on the first national assessment of history and literature. New York: Harper & Row.Google Scholar
  29. Ritter, J. K., Powell, D., & Hawley, T. S. (2007). Takin’ it to the streets: A collaborative self-study into social studies field instruction. Social Studies Research and Practice, 2(3), 341–357.Google Scholar
  30. Talvitie, U., Peltokallio, L., & Mannisto, P. (2000). Student teachers’ views about their relationships with university supervisors, cooperating teachers and peer student teachers. Scandinavian Journal of Educational Research, 44(1), 79–88.CrossRefGoogle Scholar
  31. Watras, J. (2002). Debating the curriculum: Social studies or history, 1892–1937. The Social Studies, 93(4), 245–250.CrossRefGoogle Scholar
  32. Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178.Google Scholar
  33. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  34. Zimpher, N. L., deVoss, G. G., & Nott, D. L. (1980). A closer look at university student teacher supervision. Journal of Teacher Education, 31(4), 11–15.CrossRefGoogle Scholar

Copyright information

© Springer Netherlands 2010

Authors and Affiliations

  1. 1.University of MinnesotaMinneapolisUSA

Personalised recommendations