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ERIC Number: EJ1090438
Record Type: Journal
Publication Date: 2015
Reference Count: 36
Designing Teaching Cases That Integrate Course Content and Diversity Issues
Gunn, AnnMarie Alberton; Peterson, Barbara J.; Welsh, James L.
Teacher Education Quarterly, v42 n1 p67-81 Win 2015
The educational research community has underscored the importance of preparing teachers to embrace a culturally responsive pedagogy for all their students. At the same time, teacher education programs have been criticized for being overly theoretical and lacking a bridge for preservice teachers to connect theory to practice. Teaching cases allow a methodology for connecting practical, field-based scenarios within a social constructivist teacher education approach that promotes culturally responsive dispositions. Based on the research study discussed in this article and the authors' personal experiences, teaching cases can be used to situate both diversity and content area issues at the center of classroom discussion. Teaching cases also foster a critical discourse that helps preservice teachers think in complex ways about authentic educational situations, and thereby connect theory to practice. The purpose of this article is to provide a brief background and rationale for the use of teaching cases within a social constructivist paradigm that promotes culturally responsive dispositions, and to discuss a study that modified teaching cases to feature diversity issues and discipline-specific content.
Descriptors: Culturally Relevant Education, Student Diversity, Course Content, Case Method (Teaching Technique), Teacher Education Programs, Critical Thinking, Theory Practice Relationship, Mixed Methods Research, Interviews, Pretests Posttests, Questionnaires, Grounded Theory, Instructional Effectiveness, Consciousness Raising, Preservice Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A