Self-Study and Social Studies: Framing the Conversation -- Join, or Die! A Pragmatic Case for Reflective Self-Study in Social Studies -- Looking Glass on the Dresser: Finding Florence Fisher Farr -- Self-Study Methodology as a Means Toward Ongoing Rationale Development and Refinement -- Diversity, Democracy, and Documentation: A Self-Study Path to Sharing Social Realities and Challenges in a Field-Based Social Studies Curriculum Methods Course -- Modeling Self-Study in Social Studies Teacher Education: Facilitating Learning About Teaching for Democratic Citizenship -- Internationalising Social Studies Programmes Through Self-Study -- Social Skills in Action: An Ethic of Care in Social Studies Student Teaching Supervision -- Self-Study’s Influence on Graduate Studies and Social Studies Teaching: Bridging Intent and Action -- Complicating Coherence: Self-Study Research and Social Studies Teacher Education Programs and Practices -- I Love It When a Plan Comes Together: Collaborative Self-Study in Graduate School as a Space to Reframe Thinking About Social Studies Teaching and Teacher Education -- Looking Across and Moving Forward: Shared Connections and Future Questions.

This collection of works highlights ways that self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education. The book contains chapters which explicitly address the power of self-study for social studies teachers and teacher educators. For example, how a social studies teacher engaged in self-study learns and grows as a teacher; how a teacher educator thinks about, uses, and grows in their understanding of practice while focusing on rationales in social studies teaching. Further chapters include discussions of connections between the two fields, and specific examples are provided of how self-study can occur with a social studies focus and in a social studies context. The author of this book aims to add new dimensions to conversations taking place in two communities - self-study and social studies education. The book’s strong subject area brings focus to already rich teacher education conversations in self-study. However, the focus on self-study and the power of this methodology for learning about and improving social studies teaching and teacher education adds to the continuing social studies education conversations about teaching and learning.