Engaging Preservice Teachers in Collaborative Inquiry through the Development of Individual Case Studies.

Autor/inn/en	Kasten, Barbara; Write, June
Titel	Engaging Preservice Teachers in Collaborative Inquiry through the Development of Individual Case Studies.
Quelle	(1996), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Case Method (Teaching Technique); Case Studies; Classroom Techniques; Early Childhood Education; Elementary Education; Higher Education; Preservice Teacher Education; Reflective Teaching; Student Teaching; Teacher Education Programs; Teaching Methods; Teaching Models; Teaching Skills; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Projektforschung; Case method; Fallmethode; Case study; Fallstudie; Case Study; Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Theorie-Praxis-Beziehung
Abstract	The use of collaborative case studies is an important tool for promoting teacher development, providing preservice teachers with opportunities to apply what they have learned in a real life context. This paper describes the design and evolution of a unique application of case study methodology by two early childhood/elementary education professors at two institutions with both graduate and undergraduate preservice teachers. Their overall goal was to guide preservice teachers in becoming active learners and responsive problem solvers, integrating theory into actual practice through collaborative inquiry. The components of the collaborative case study cycle are identifying a child, gathering information, planning and implementing strategies, observing and reflecting on the observations, and continuing or revising the strategies. In this model, multiple sources of information about individual children are gathered through demographics, daily observation, and reflections by the preservice teacher, cooperating teacher, and university supervisor. Using the information collected, the preservice teacher is responsible for designing and implementing appropriate strategies for working with the child. The major source of research data is the individual case studies that the preservice teachers write as a culminating activity in their courses, as well as journal entries and class discussions. Findings discussed include: mentor strategies developed during the study; student analysis leading to new teaching strategies; building a repertoire of strategies as preservice teachers applied their learning to their own situations; and reflections in practice by the researchers in order to improve their own teaching and learning. (Contains 11 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC