ERIC Number: ED395900
Record Type: Non-Journal
Publication Date: 1996-Feb
Reference Count: N/A
Undergraduate Case Method Teaching: Pedagogical Assumptions vs. the Real World.
Mostert, Mark P.; Sudzina, Mary R.
Writing and teaching case studies of problematic educational situations or events to undergraduate preservice teachers raises several practical issues relevant to the success of the method. These concerns include: knowledge of the undergirding rationale for using cases; knowledge of the advantages, disadvantages, and practical problems in case method teaching; and the availability and location of appropriate cases. A rationale for using case studies in teacher education is that they depict non-linear, complex realities of professional classroom practices, quite different from the cause-effect linear relationships of experimental research. Generic advantages and disadvantages of using case method teaching are summarized from K. K. Merseth (1990, 1991). For example, cases provide a versatile teaching method, but they are highly dependent on the instructional and educational characteristics of the instructor. Common practical problems involving case study methods are the class size, unfamiliarity with the methodology, problems with written expression, time, physical setting for the discussion, teaching style of the case leader, and case preparation and complexity. Advantages of case study methodology include greater student and faculty interest and interactivity, vicarious learning, and increased reflection. Issues specific to undergraduates include the complexity of the case issues, inexperience with case analysis, and difficulties with writing. Possible ethical problems in using and writing case studies are outlined, and sources for education-appropriate case studies are cited. (Contains 33 references.) (NAV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A