Case methods in teacher education

M. Sato, C. Rogers

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

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 languageEnglish (US)
Title of host publicationInternational Encyclopedia of Education
EditorsP. Peterson, E. Baker, B. McGaw
Place of PublicationOxford, UK
PublisherElsevier Ltd
Pages592-597
Number of pages6
Volume7
Edition3rd Edition
ISBN (Print)9780080448947
DOIs
StatePublished - 2010

Bibliographical note

Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.

Keywords

  • Case
  • Cognitive flexibility theory
  • Phronesis
  • Reasoning
  • Reflective practice
  • Situated cognition theory
  • Social cognitive theory
  • Teacher education
  • Teacher learning

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