Writing and Sharing Teaching Cases: A Practical Method of Collaborative Self-Study.

Autor/inn/en	Richards, Janet C.; Barksdale-Ladd, Mary Alice
Titel	Writing and Sharing Teaching Cases: A Practical Method of Collaborative Self-Study.
Quelle	(1997), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Method (Teaching Technique); Case Studies; Elementary Secondary Education; Higher Education; Independent Study; Inquiry; Preservice Teacher Education; Process Approach (Writing); Research Methodology; Self Concept; Teacher Attitudes; Teacher Collaboration; Teacher Educators; Teaching Methods; Writing Processes + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Lehramtsstudiengang; Lehrerausbildung; Prozessorientiertes Schreiben; Research method; Forschungsmethode; Selbstkonzept; Lehrerverhalten; Lehrerkooperation; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The aims of this paper are to: (1) illustrate a practical, collaborative methodology that helps to provide insights into teaching perspectives and practices; (2) provide information about a self-study approach that had the potential to assist educational practitioners in diverse roles and contexts develop understanding about themselves, their professional milieus, and their work; and (3) encourage educational practitioners to engage in dialogic, collegial forms of self-study as a means of reflection and as a way of extending the boundaries of their thinking. Two literacy teacher educators report on writing and sharing teaching cases with each other as practical, collaborative self-inquiry methodology. Their experience in case writing and shared feedback is presented through two examples of teaching cases, with commentaries. The two teachers conclude that authoring and sharing teaching cases has enhanced their understanding of the distinctly unique nature of teachers' decisions and actions, focused attention on how decisions are made, and helped the them recognize the extent to which their decisions impact students and others. Writing about teaching has also challenged them to new modes of thinking about themselves as teacher educators. (Contains 41 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC