Since the 1980s, case methods have gained traction in teacher education, with growing empirical evidence that demonstrates impact on prospective teachers' abilities to analyze an authentic situation critically, generate multiple theoretical and practical interpretations of it, and formulate plans of action for a particular situation. The construction and definition of what constitutes a case in teacher education varies widely, with multimedia representations of practice becoming more common. Some dominant theoretical frameworks about learning, reasoning, and reflection have guided research and pedagogical purposes of cases, but the degree to which research and practice are positioned within particular frameworks is inconsistent.
|Original language||English (US)|
|Title of host publication||International Encyclopedia of Education|
|Editors||P. Peterson, E. Baker, B. McGaw|
|Place of Publication||Oxford, UK|
|Number of pages||6|
|State||Published - 2010|
Copyright 2013 Elsevier B.V., All rights reserved.
- Cognitive flexibility theory
- Reflective practice
- Situated cognition theory
- Social cognitive theory
- Teacher education
- Teacher learning