The purpose of this self-study is to consider the significance and possibilities of the collaboration between social studies education and historical studies through its practice by ourselves who are graduate students from the department of education at the same university; Kim’s specialty is social studies education, and Hirotane’s specialty is history. The practice of the collaboration is the process to improve one of the lessons developed by Hirotane in the past. We collected, coded, and built narratives with several sets of data: essays about individual educational viewpoint and thoughts about the collaboration, the pre-lesson and postlesson plan, students’ worksheets of each lesson, and the transcriptions of our conversations that we had for improving the case lesson. As a result, we could relativize our own individual “viewpoint of a good lesson” through “mirroring” it with one another and could improve ourselves as researchers and educators that possess more flexible attitudes. Additionally, the collaboration brought together two different “mirrors” and reflected them to one another. This made it possible to open the discourse of lesson design to outside of “an individual scholarship,” which otherwise tends to impound the perspective inside, and proved the possibilities of designing social studies lessons unhindered.
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