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ERIC Number: ED369768
Record Type: Non-Journal
Publication Date: 1994-Feb
Pages: 25
Abstractor: N/A
Reference Count: N/A
When Teacher Educators Collaboratively Reflect on Their Practices: A Case Study on Teaching Cases.
Dana, Nancy Fichtman; Floyd, Deborah Martin
The purpose of this study was to create the portrait of a teacher educator implementing the case study method to determine what knowledge helps a teacher educator facilitate a case study discussion and what dilemmas teacher educators may encounter when teaching a case. Two portraits titled "Dealing With Discipline and Classroom Management Issues" and "Dealing with Special Needs Students" are presented. Each story is followed by a cross-case analysis of the teaching act. Through video and audio tapes of the teacher educator teaching a case, in-class observations, and reflective journals kept by both teacher educators and prospective teachers, insight was gained into the experience of teaching a case and the multiple tensions instructors may face as they prepare for and teach a case study. Results suggest cooperative learning and role playing as two strategies particularly suited to the teaching of cases. A jigsaw approach to teaching cases similar in theme enabled prospective teachers to conduct cross case analyses; cross case analyses provided an opportunity for prospective teachers to construct and test personal theories of teaching and learning; and role playing cases helped preservice teachers reflect on their personal theories of teaching and learning. Course syllabi are appended. (Contains 25 references.) (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A