TITLE:  Looking Inward: A Reflective Self-Study of My Emerging Pedagogical Practices in Social Studies Education

ABSTRACT: This self-study examines the pedagogical practices of a newly licensed social studies teacher preparing for his first year in the classroom. The purpose of the study was to strengthen the author’s professional readiness, foster reflective growth, and contribute to the field of teacher education through practice-based inquiry. Using an autoethnographic approach, the author engaged in a series of narrative reflections on twenty proposed instructional strategies, supported by student feedback gathered through a Likert-scale survey. The analysis revealed several key insights: the need to employ multiple pedagogical strategies to support diverse learners; that student engagement increases when instruction invites personal and cultural connection; that culturally responsive teaching requires continual adjustment; and that self-reflection offers both power and limitation as a tool for growth. These findings highlight reflection as a cornerstone of effective teaching and emphasize the value of intentional, evidence-informed practice in the author’s ongoing development as an educator.

COMPLETED:  December 2025