ERIC Number: EJ822981
Record Type: Journal
Publication Date: 2004-Jun
Abstractor: As Provided
Reference Count: 28
Case-Writing as Border-Crossing: Describing, Explaining and Promoting Teacher Change
Hashweh, Maher Z.
Teachers and Teaching: Theory and Practice, v10 n3 p229-246 Jun 2004
The present paper describes a project that emphasized the use of case-writing by teachers engaged in an educational innovation. The aims of the paper are threefold: to provide a somewhat detailed description of the case-writing process, to explicate the varied functions of cases and case-writing by teachers, and to discuss an important feature of cases and case-writing that might explain their power. The main argument is that cases could be used to achieve three purposes: to promote, to describe, and to explain teacher and educational change. The description of the case-writing process and an analysis of the cases themselves reveal their great potential in achieving these three aims. Additionally, it is argued that cases and case-writing facilitate border-crossing, or the integration of theory/practice, research/narration, and cognition/emotion, an integration necessary for authentic professional activities. This seminal feature of cases and case-writing also accounts for their potential in achieving the previously mentioned functions.
Descriptors: Educational Innovation, Educational Change, Writing Processes, Case Method (Teaching Technique), Theory Practice Relationship, Program Descriptions, Teacher Developed Materials, High Schools, Secondary School Teachers, Foreign Countries, Democratic Values, Inservice Teacher Education, Workshops, Values Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Palestine