Cases, Case Methods, and the Professional Development of Educators. ERIC Digest.

Autor/in	Merseth, Katherine K.
Institution	ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.
Titel	Cases, Case Methods, and the Professional Development of Educators. ERIC Digest.
Quelle	(1994), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Method (Teaching Technique); Case Studies; Elementary Secondary Education; Higher Education; Preservice Teacher Education; Reflective Teaching; Research Needs; Teacher Educators; Teaching Methods + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Forschungsbedarf; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Long used in the professional fields of business and law, cases and case methods of teaching represent a relatively new and promising approach in the education of teachers. This digest, organized into two sections, presents definitions of cases and case methods, explores the purposes of using case studies, and suggests avenues for further research into the effectiveness of using cases in teacher education. Cases are descriptive research documents, often presented in narrative form, that are based on real-life situations or events. Case methods may include large and small group discussions, role playing, written analysis, or team-based discussions. In teacher education, case purpose falls into three categories: cases as exemplars; cases as opportunities to practice analysis, the assimilation of differing perspectives, and contemplation of action; and cases as stimulants to personal reflection. To develop greater knowledge about cases and case methods, it is suggested that the teacher education community: (1) assess more fully the use of cases and develop a deeper understanding of the effects of variations in use; (2) be clear about intended outcomes; (3) focus on the influence of case-based instruction on teacher and student performance in classrooms; (4) examine the differences berween video, written, and a combination of video and written cases in hypermedia format; (5) explore variations in method; and (6) examine the role and practice of the instructor. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC