Reflections on the Social Foundations of Education

The essay examines the state of the American Educational Studies Association and Social Foundations of Education through the lenses of auto-ethnography and critical reflection. A discussion of the relevance of the AESA and social foundations in the context of transformative education for scholars from marginalized communities is central to the thesis. AESA is situated in the context of the transnational politics of inclusion/exclusion in the United States. The author supports a transnational hemispheric approach to social foundations for the American Educational Studies Association.     

Signature Pedagogies for Educators Using Films: An Example From Singapore

This article discusses the application of Shulman's “signature pedagogies” through the utilization of films for preservice teachers and school leaders in Singapore. Using the films Dead Poets Society and Ahead of the Class, this article explains how these films facilitated the participants' engagement with the surface, deep, and implicit structures of education. In the process, they applied critical thinking by arriving at criteria-based and context-appropriate judgments reflectively. The research findings reveal two broad themes. First, the educators were cognizant of the key issues, opportunities, constraints, and obstacles in teaching and school leadership. Second, they appreciated the importance of adopting situated teaching and leadership approaches to cater to the needs of various educational stakeholders. This study highlights critical thinking as a sociocultural practice where the educators (re)interpreted the films through their cultural lenses and drew on local resources and logics to deal with the challenges in teaching and the school contexts.     

Remembering Social Foundations of Education: Autobiographical Wanderings

For this collection of articles celebrating the 50th anniversary of the American Educational Studies Association, I was invited to contribute a narrative detailing my history and relationship to the field, influences to my development as a scholar, the state of the field during my presidency, and any advice or guidance I might share with current scholars and graduate students of Social Foundations of Education. As with any story, my perspectives are partial, based on my memories of events and experiences, and may or may not be consistent with the views and memories of others.     

对师范教育基础课问题的再思考

<正> 一、伊利诺斯会议80年代是一个对教育的社会需求和教师的职业椎备进行重新考虑的时代。在美国全国对师范教育发生争议的情况下,5月,伊利诺斯州立大学师范学院主持召开了一次全美会议,重新探讨师范教育中有关心理的和社会的教育基础知识的性质。心理学、社会学、哲学、教育史等领域中的专家和一名中学教师应邀撰写论文,探讨师范教育中基础课的作用和职能。这次会议的目的不是确立一个统一的永恒的基础课观念,也不是制定新的基础课程,而是想就师范教育中的基础课问题在美国激发起各种观点的交流。     

Researching Teaching about Teaching: Self-Study of Teacher Education Practices

The growth in the field of self-study of teacher education practices has largely been based on teacher educators' desire to better understand teaching and learning about teaching. This paper reviews research over the last decade that has been important in shaping understandings of self-study and the issues, concerns and agendas that are emerging as crucial to furthering the work. A major purpose of the paper is to draw particular attention to ways of expressing the learning from self-study so that it might be meaningful and applicable in practice for other teacher educators; especially in relation to developing a pedagogy of teacher education.     

Technology Acceptance in Social Work Education: Implications for the Field Practicum

The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education.     

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.     

Appropriating Assessment: Possibilities for an Alliance Perspective through Teaching Social Foundations in Unusual Places

In this article, I explore teaching with a social foundations perspective in the unusual place of an Introduction to Assessment course for second-year, undergraduate, teacher candidates. By bringing the work of three candidates together with the four concerns of the proposed third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies—P-12 students; professional educators; democratic educational practices; and research, policy, and advocacy—I argue for the possibility of alliance among educators through engagement of the interpretive, normative, and critical perspectives. Alliance did not emerge in the work of the three candidates—instead the Standards, as embodied in my teaching, furthered the dominance of the modern myths of progress and individualism. I propose however, that the addition of an alliance perspective to the three existing social foundations perspectives upon which the Standards rely might better allow for work within and across the concerns delineated in the Standards.     

Geriatric Field Education in Social Work: A Model for Practice

It is expected that the demand for gerontological social workers will increase as the elderly population continues to grow. However, many practitioners enter the aging field with little or no formal training. Successful gerontological social work practice requires workers to be knowledgeable and technically competent. Fieldwork plays a critical role in social work students' development and training. This paper describes a specialized social work practicum which instructs graduate social work students in the skills and abilities required to work in contemporary geriatric practice. The setting for the internship, its format, its major goals, and student experiences are described.     

The Legacy of Chet Bowers for Educational Studies and the Social Foundations of Education

This article introduces some of the primary ideas in Bowers' long legacy of scholarship and its importance to Educational Studies and the Social Foundations. We also trace the development of our personal relationships and the network of scholarship that resulted, including the authors in this Special Issue.     

From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today

Abstract

More than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world’s racial dynamics and growing inequality call for a refinement of pedagogies that embrace a more activist metaphor than that of design. Our pedagogies of multiliteracies must now embrace the ‘organizing of social futures’ in ways that apprentice young people to repertoires of collective action, in which literacy becomes more fully a means of supporting community efforts to promote and bring about more just futures.     

Field Instruction in Social Work Education

Recent trends and issues related to values, ethics, research, classroom-field integration, field assignments, part-time education and student stress in social work field instruction are discussed in conjunction with the Council on Social Work Education Curriculum Policy Statement. Changes in educational demands and student characteristics are taken into account when exploring the issues. Research conducted by the author is used to illustrate the conceptual manual.     

植物学野外实习教学方法的创新与实践

在植物学野外实习中,创新教学方法,开展形式多样的情境学习活动,拓展实习内容;改进教学组织形式,突出学生的学习主体地位,培养学生的探索精神,加强学生之间的学习联系;利用<本草纲目>等我国古代著名本草学著作,阐释植物种名,加深学生对植物生物学特性的理解.实践证明,这些教学方法既能够提高野外实习的教学质量,又可以激发学生的学习兴趣和积极性,增强学生的实践能力.     

Using Arts-based Methods in Pre-service Teacher Education: Perzine Pedagogies

The possibilities afforded by perzine pedagogies to nurture reflexivity in pre-service student teachers are presented and explored in this article. Perzine pedagogy as arts-based inquiry is grounded in the events of practical life and may provide a learning context for exploring the problematised nature of teaching. It considers how this reflexive and inquiry-oriented method offers opportunities to interrogate past learning, to accommodate the affective, to challenge constructed beliefs and to build adaptive behaviours. Employing the narrative inquiry lens of the researcher artist/teacher educator and the narrating and reflective voice of a visual arts teacher, this article illustrates how perzine production may inform insights into construction of teacher/learner identities. Perzines offer opportunities for experiential, critical and experimental encounters to move beyond the competency rhetoric to meet a new ethic: a personal desire for self-reflection and expression through opportunities to re-represent the teacher/learner self.