When Teacher Educators Collaboratively Reflect on Their Practices: A Case Study on Teaching Cases.

Autor/inn/en	Dana, Nancy Fichtman; Floyd, Deborah Martin
Titel	When Teacher Educators Collaboratively Reflect on Their Practices: A Case Study on Teaching Cases.
Quelle	(1994), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Method (Teaching Technique); Case Studies; Classroom Techniques; Cooperative Learning; Education Courses; Educational Practices; Elementary Education; Graduate Students; Group Discussion; Higher Education; Microteaching; Preservice Teacher Education; Reflective Teaching; Role Playing; Special Needs Students; Teacher Educators; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Case study; Fallstudie; Case Study; Klassenführung; Kooperatives Lernen; Fortbildungskurs; Bildungspraxis; Elementarunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppendiskussion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Rollenspiel; Sonderpädagogischer Förderbedarf; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to create the portrait of a teacher educator implementing the case study method to determine what knowledge helps a teacher educator facilitate a case study discussion and what dilemmas teacher educators may encounter when teaching a case. Two portraits titled "Dealing With Discipline and Classroom Management Issues" and "Dealing with Special Needs Students" are presented. Each story is followed by a cross-case analysis of the teaching act. Through video and audio tapes of the teacher educator teaching a case, in-class observations, and reflective journals kept by both teacher educators and prospective teachers, insight was gained into the experience of teaching a case and the multiple tensions instructors may face as they prepare for and teach a case study. Results suggest cooperative learning and role playing as two strategies particularly suited to the teaching of cases. A jigsaw approach to teaching cases similar in theme enabled prospective teachers to conduct cross case analyses; cross case analyses provided an opportunity for prospective teachers to construct and test personal theories of teaching and learning; and role playing cases helped preservice teachers reflect on their personal theories of teaching and learning. Course syllabi are appended. (Contains 25 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC