ERIC Number: EJ806002
Record Type: Journal
Publication Date: 2008-Oct
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
Situated Case-Based Knowledge: An Emerging Framework for Prospective Teacher Learning
Kim, Hyeonjin; Hannafin, Michael J.
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n7 p1837-1845 Oct 2008
While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers' knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers' learning, as well as discuss implications for research and practice. (Contains 1 figure and 2 tables.)
Descriptors: Preservice Teacher Education, Teacher Characteristics, Case Method (Teaching Technique), Knowledge Base for Teaching, Educational Theories, Beliefs, Learning Processes, Learning Theories, Preservice Teachers
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A