ERIC Number: ED397046
Record Type: RIE
Publication Date: 1996
Recapturing the Essence of Teacher Education: Preservice Teachers Using Case Studies To Think Like a Teacher.
Translating theory to practice is a major challenge for beginning teachers. An experiment was conducted to help preservice teachers meet this challenge by enhancing their capability to cope with the complexity of the classroom environment through the use of case method during their field experiences. Study participants were seven student teachers in elementary grades. After reading and analyzing several published case reports, the students were required to develop their own cases describing an incident they experienced, discussing the rationale behind their actions, and outlining issues still unresolved. The themes that emerged from the students' case reports reflected several common concerns of student teachers: (1) working with learning disabled students in the classroom; (2) disciplining students; (3) involving parents; (4) dealing with the cooperating teacher; (5) exploring effective teaching strategies; and (6) moral responsibility. While students were not always able to find answers to the problems they encountered, they did engage in productive reflective thinking. It is recommended that use of the case method should begin at the outset of the teacher education program to help students develop the ability to analyze and write their own cases. (Excerpts from several case reports are included.) (ND)
Descriptors: Case Method (Teaching Technique), Classroom Environment, Classroom Techniques, Elementary Education, Higher Education, Preservice Teacher Education, Reflective Teaching, Student Teachers, Student Teaching, Teacher Education Programs, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (St. Louis, MO, February 24-28, 1996).