Case-Based Teacher Education Preparing for Diagnostic Judgement

Autor/inn/en	Helleve, Ingrid; Eide, Liv; Ulvik, Marit
Titel	Case-Based Teacher Education Preparing for Diagnostic Judgement
Quelle	In: European Journal of Teacher Education, 46 (2023) 1, S.50-66 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1900112
Schlagwörter	Case Method (Teaching Technique); Theory Practice Relationship; Decision Making; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Foreign Countries; Prior Learning; Norway + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Theorie-Praxis-Beziehung; Decision-making; Entscheidungsfindung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Ausland; Vorkenntnisse; Norwegen
Abstract	An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced for the students and data based on the student teachers' experiences was collected through questionnaire and focus-group conversations. The findings show three main arguments for why teacher education should be case-based. First, analysing cases helps students to understand that every situation in practice is unique. Second, cases link to practice and theory, and finally, a case opens for different perspectives depending on how the diagnosis is made. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01