ERIC Number: ED479643
Record Type: RIE
Publication Date: 2003-Apr-23
Reference Count: N/A
Transformative Learning Process of One Teacher.
Gilbert, Jaesook L.
This study describes how one university instructor incorporated case method instruction (CMI) into a graduate course to help her students grasp the concept of family centeredness and working with all families as partners. Two major hurdles she faced were the accepted traditional teacher roles and traditional passive student roles in the classroom. She was so embedded in the traditional teacher role and the status quo of teacher-student relationships that she could not envision new teacher and student roles and co-learner relationships occurring in her classroom. She found that her old teaching principles and habits persisted and she wanted to keep some semblance of control as the instructor. She also realized how CMI was helping her grow as a teacher by challenging her to change her ways and what came easy for her. She was concerned over the discontinuity between what was taught in preservice education and what occurred in the real world. When she implemented CMI and reviewed videotapes of her CMI session, she was amazed to see the level of student engagement and how quickly so much time had been used. She felt transformed after her CMI session and believed her students were transformed in their ability to see others' perspectives and their readiness to deal with the unpredictable, complicated lives of students and their families. (Contains 23 references.) (SM)
Descriptors: Case Method (Teaching Technique), Case Studies, Early Childhood Education, Family School Relationship, Graduate Study, Higher Education, Parent Teacher Cooperation, Preservice Teacher Education, Student Role, Teacher Role, Teacher Student Relationship, Teaching Methods, Transformative Learning
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).