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Intimate Conversations

Self-Study and Educational Foundations
Living reference work entry
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Part of the Springer International Handbooks of Education book series (SIHE)

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.

Keywords

Foundations Self-study Biography History of education Educational philosophy Sociology of education Educational psychology Social justice education 

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Authors and Affiliations

  1. 1.Queen’s UniversityKingstonCanada

Section editors and affiliations

  • Julian Kitchen
    • 1
  1. 1.Faculty of EducatioonBrock UniversityOntarioCanada

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