Illuminating and facilitating professional knowledge through case work

Goldblatt, Patricia F.; Smith, D. M.

doi:10.1080/0261976042000290831

Cited by 13 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, various researchers believe that it is somehow possible to capture the relationships between teacher actions and student outcomes and make it available for teachers⁸ (Berliner and Rosenshine 1976;Brophy and Good 1986;J. Shulman 1992;Goldblatt and Smith 2004). Another trend of research in teacher education suggests that teachers do not operate from a set of theories or principles, but rather they build multiple strategies for practice through experience in contextualised situations.…”

Section: Reasons For the Use Of Cases In Teacher Educationmentioning

confidence: 99%

“…The study reveals, from a programmatic perspective, that a university teacher education course based on case pedagogy constitutes a safe and challenging context for mentors to voice dilemmas inherent in their field experiences that are often silenced by the system. Goldblatt and Smith (2004) also used teacher-written cases, claiming that their discussion altered teachers' views. Their study focused on an experiment with case work, in which 18 teachers wrote narratives describing their professional dilemmas.…”

Section: Research On the Use Of Cases In Teacher Educationmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing Autonomy in Language Education

Raya¹,

Vieira²

2015

View full text Add to dashboard Cite

Table of contents Foreword The deep turn: Education for autonomy at a time teachers need hope | vii Introduction | 1 1 Enhancing autonomy in (language) education | 1 2 Overview of the book | 7 Chapter 1 Promoting autonomy in (language) education | 11 1 A brief perspective on schooling | 11 2 The focus on autonomy as a goal of (language) education | 18 3 Pedagogy for autonomy in language education: some practical implications | 26 4 Concluding remarks | 37 Chapter 2 Teacher education for autonomy | 39 1 The role of teachers at school | 39 2 The complexity of teaching and teacher education | 43 3 Autonomy and reflective teacher education | 47 4 Concluding remarks | 58 Chapter 3 Working with and learning from cases | 59 1 Professional development and the case method | 59 2 What is a case and how can cases be used? | 62 3 Reasons for the use of cases in teacher education | 66 4 Research on the use of cases in teacher education | 71 5 Concluding remarks | 79 Chapter 4 Teachers writing cases from their own experience | 81 1 Who are we as teacher educators? | 81 2 Exploring cases for teacher and learner autonomy | 83 2.1 Case analysis | 84 2.2 Case construction | 87 vi Table of contents 3 Building cases from inquiry into experience | 90 3.1 Getting started: defining the focus and purpose of pedagogical inquiry | 90 3.2 De-schooling professional knowledge | 93 3.3 Students as critical consumers and creative producers of knowledge | 96 3.4 Relearning to write | 100 4 Value and shortcomings of experience-based teacher education | 102 5 Concluding remarks | 104 Chapter 5 Teacher educators writing cases from teachers' experience | 105 1 Designing the cases: teacher educators as architects of professional learning | 105 2 A practical example: developing a hybrid approach | 119 3 Concluding remarks | 127 Conclusion | 128 References | 135 Index | 156

show abstract

Section: Reasons For the Use Of Cases In Teacher Educationmentioning

confidence: 99%

Section: Research On the Use Of Cases In Teacher Educationmentioning

confidence: 99%

Enhancing Autonomy in Language Education

Raya¹,

Vieira²

2015

View full text Add to dashboard Cite

show abstract

“…The argument of this paper is informed by von Glasersfeld's (1995) view that mathematical claims are not absolutely true or valid but viable if they prove adequate in the contexts in which they are created. Like the Canadian teachers in the study undertaken by Goldblatt and Smith (2004), teachers in Zimbabwe are guided by their memory of past experiences as students and are sometimes reluctant to consider proof of mathematical results in their teaching. The ultimate value of instruction involving proof of mathematical results depends on students' beliefs on the relevance of proving mathematical results.…”

mentioning

confidence: 99%

Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe

Nyaumwe

Buzuzi

2007

Math Ed Res J

View full text Add to dashboard Cite

This study investigated teachers' attitudes towards proofs in the secondary school mathematics curriculum. The study was motivated by a desire to fill a gap existing in the literature in relation to teachers' attitudes towards proofs. Thirty-four secondary school mathematics teachers' responses to a Likert type questionnaire and interviews were summarised using the five themes of utility, positive attitudes, methods of proof, negative attitudes, and suitability of level of students to perform proofs. The teachers expressed neutral attitudes on technology as a method of proof and disagreed that verbal proof was a valid method for proving the viability of mathematical claims. The implications of the results are discussed using the context of Zimbabwean classrooms with a view to promote debate on how teachers could implement learner-centred reform.

show abstract

“…Educators have also begun to explore their value in the preparation of teachers (McCarthy, 1987;Shulman, 1987;Engemann, Kitchen, Cherubini, Smith, & Goldblatt, 2008) and educational leaders (Ontario College of Teachers, 2002Teachers, , 2003aTeachers, , 2009aGoldblatt & Smith, 2004, 2005Smith & Goldblatt, 2009). Interest in this methodology has grown steadily in teacher education and leadership development.…”

Section: Theoretical Frameworkmentioning

confidence: 98%

“…The theoretical framework for the revision of the Principal's Qualification Program Guideline is rooted in the traditions of narrative (Bruner, 1986;Ricouer, 1988;Connelly & Clandinin, 1990, 2006Witherell & Noddings, 1991;Lyons & LaBoskey, 2002;Clandinin, 2007;Hollingsworth & Dybdahl, 2007) case work (Shulman & Colbert, 1988;Shulman, 1992;Shulman, Whittaker, & Lew, 2002;Goldblatt & Smith, 2004, 2005Smith & Goldblatt, 2009) and professional standards (Ontario College of Teachers, 2003b, 2009a. Narrative is a way of knowing (Bruner, 1986) and it is the natural mode through which individuals make sense of lives (Bruner, 1990).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Illuminating and facilitating professional knowledge through case work

Cited by 13 publications

References 14 publications

Enhancing Autonomy in Language Education

Enhancing Autonomy in Language Education

Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe

The power of collective narratives to inform public policy: reconceptualizing a Principal’s Qualification Program

Contact Info

Product

Resources

About