NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819017
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0888-4064
A Preliminary Investigation of Prospective Teachers' Reasoning about Case Studies with Expert Commentary
Goeke, Jennifer L.
Teacher Education and Special Education, v31 n1 p21-35 Win 2008
Case methods have emerged as a popular technique in teacher education, proposed as an important means of promoting conceptual change in preservice teachers. This article presents the results of a research study that used a mixed design methodology to investigate the effect of expert commentaries on prospective teachers' reasoning about inclusion case studies. Results indicate that prospective teachers are reluctant to accept theoretical and pedagogical information that conflicts with their own previously held conceptions, even when it is presented through case methods. (Contains 8 tables and 2 figures.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A