NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059794
Record Type: Journal
Publication Date: 2015
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0031-8981
Student-Authored Case Studies as a Reflective Component of Teacher Education
Rosse-Richards, Kevin Andrews; Hemphill, Michael A.; Wilson, Wesley J.
Physical Educator, v72 n1 2015
Field experiences are often conceptualized as integral to teacher education programming. However, there are often inconsistencies between the beliefs and values espoused in teacher education and those pre-service teachers encounter in schools that they must navigate to be successful. Among other strategies, writing case studies about their experiences may help pre-service teachers critically reflect on their time in schools. To illustrate the utility of student-authored case studies, data are presented from an investigation involving students in a teacher education seminar course. Results indicate that students believed they benefited from the structure of the writing assignment and thought that writing case studies helped them to prepare more completely for issues they would face in their future careers. A case study written by a student teacher is also presented and discussed. Finally, strategies for introducing and implementing student-authored case studies in PE teacher education programs are examined.
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: journals@sagamorepub.com; Web site: http://js.sagamorepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A