ERIC Number: ED369783
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Getting Down to Cases. Learning To Teach with Case Studies.
The fundamental theses of this book are: (1) major improvements are needed in preservice teacher education programs; (2) increased use of case-based, discussion-oriented methodology as a primary, but not exclusive, pedagogical approach offers promise for substantial improvement over current efforts; (3) using case studies, students learn to apply methods of thinking to the solution of complicated issues; and (4) not only are there few "right answers" to complex and profound questions about teaching, but teaching is a profession in which informed decision making is the only reliable course of action. Following a foreword by C. R. Christensen, the text is organized into six chapters. Chapters 1 and 2 provide the framework for case-method teaching. The cases are gathered into three chapters, each one focusing on a different area of teaching emphasis--the teacher as person, teachers and students, and the teacher and the curriculum. Each case focuses on a problem in which an educational principle is examined and is followed by a list of study questions that call for students' examination of issues in the case and of the educational principles upon which the case rests. The last chapter provides practical help for beginning teachers who want to write cases to illuminate their own endeavors in the teaching profession to enrich classroom experience. (LL)
Descriptors: Beginning Teachers, Case Method (Teaching Technique), Case Studies, Curriculum Development, Decision Making, Education Courses, Educational Principles, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Teacher Educators, Teacher Role, Teacher Student Relationship
Teachers College Press, Columbia University, 1234 Amsterdam Avenue, New York, NY 10027.
Publication Type: Books; Guides - General
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A