Teacher Education and the Case Idea

Sykes, Gary; Bird, Tom

doi:10.2307/1167305

Cited by 98 publications

(75 citation statements)

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“…Le fait de recourir à des cas ne présume donc en rien du mode d'exploitation qui sera privilégié et des objectifs professionnels qui s'y rattachent. Les cas peuvent tout aussi bien servir à illustrer la théorie qu'à créer des antécédents pour la pratique, fournir des modèles de pratiques exemplaires ou soutenir l'acquisition de connaissances et d'habiletés de divers ordres (Sykes et Bird, 1992).…”

Section: Les éTudes De Cas: Pratiques Nouvelles Et Partenariat Intra-unclassified

“…Cette approche rejoint ce que Schôn (1994) appelle le modèle de la rationalité technique ou modèle de la science appliquée qui conçoit le savoir professionnel comme la simple application, à des problèmes pratiques, de savoirs fondamentaux, généraux et standardisés. Elle correspond à ce que Sykes et Bird (1992) définissent comme l'approche fondamentale qui organise la formation en termes d'application de la théorie à la pratique, accordant préséance à la première. Elle évoque également ce que Merseth (1996) qualifie d'approche technique de l'enseignement selon laquelle la «bonne réponse dérive de l'application par l'enseignant de principes et de théories appropriés à la situation».…”

Section: L'application De La Théorie à La Pratiqueunclassified

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Pratique réflexive et études de cas : quelques enjeux à l’utilisation de la méthode des cas en formation des maîtres

Legendre¹

2008

rse

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Cet article porte sur la méthode des cas, approche qui suscite beaucoup d'intérêt en formation des maîtres. Elle se présente comme un dispositif de formation particulièrement adapté aux objectifs professionnels poursuivis. Ceux-ci consistent, entre autres, à rendre l'enseignant plus réflexif, c'est-à-dire capable de réfléchir sur sa pratique et de l'analyser. Nous identifions divers modes d'exploitation possible des cas en lien avec des objectifs de formation variés. Prenant appui sur notre propre expérience avec cette méthode, nous essayons également de cerner quelques enjeux importants que soulève l'utilisation de la méthode des cas comme outil pédagogique pour développer, chez les étudiants en formation, des habiletés de pratique reflexive.This article describes the use of case studies as having specific interest in teacher training. This approach appears to be a particularly appropriate tool for attaining objectives for professional development. Among various objectives, the author focuses on the development of more reflective teachers, being those who reflect on and analyse their teaching practices. Several possibilities for using case studies are identified in relation to various training objectives. Based on her own experiences with this method, the author discusses some important issues dealing with the use of the case study method to develop reflective practices in initial teacher training.Este articulo trata sobre el método de casos, que es un tema de gran interés en formacion de maestros. Este método parece ser un dispositivo de formacion particularmente adaptado a los objetivos profesionales perseguidos. Estos buscan, entre otras cosas, a aumentar la capacidad de reflexion del maestro, es decir hacer que este sea capaz de pensar sobre su practica y analizarla. Se identifican varios modos para el uso de casos en relaciôn con diversos objetivos de formacion. Apoyândonos en nuestra propia experiencia con el método, intentamos también identificar algunos puntos importantes del uso del método de casos como instrumento pedago-gico para el desarrollo de habilidades de practica reflexiva en los maestros en formacion.Dieser Artikel behandelt die Fallstudienmethode, welche in der Lehrer-bildung grosses Interesse erweekt. Sie ist in der Tat ein den angestrebten beruflichen Zielen ausgesprochen gut angepasstes Bildungsinstrument. Eines dieser Ziele ist es, den Lehrer dazu zu bringen, sich uber sein Vorgehen Gedanken zu machen und es zu analysieren. Die Verfasserin schlàgt mehrere Weisen vor, die Fallstudien in Zusammenhang mit verschiedenen Bildungszielen einzusetzen. Ausgehend von ihrer eigenen Erfahrung mit dieser Méthode erortert sie einige wichtige Fragen, die durch die Anwendung dieser Méthode als pâdagogisches Mittel, bei den Studenten die Fàhigkeit zum Nachdenken zu fordern, gestellt werden

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Section: Les éTudes De Cas: Pratiques Nouvelles Et Partenariat Intra-unclassified

Section: L'application De La Théorie à La Pratiqueunclassified

Pratique réflexive et études de cas : quelques enjeux à l’utilisation de la méthode des cas en formation des maîtres

Legendre¹

2008

rse

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“…Darlene turned to the idea of case study to merge method theory topics to seminar practice topics. Using narrative cases of real teachers would dramatize the issues that teaching candidates might encounter in their classes and prepare them in practical ways (Sykes & Bird, 1992;McAninch, 1993;Merseth, 1997;Richert, 1991). Darlene then began a project to edit a case study book which matched methods topics to real life case scenarios in classrooms, schools and educational communities across Ontario.…”

Section: Faculty Of Education At Brock University Perspectivementioning

confidence: 99%

Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

Parker¹,

Smith²,

Goldblatt³

2009

Brock Education Journal

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This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department atBrock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

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“…(Lawrence, 1953, p. 215) The definition and goals of case-based teaching in teacher education have continued to evolve since Lawrence (1953) first offered his views about what constitutes a case. Today a great deal of variation exists in the contexts, characters, situations, and behaviors described in cases; the format in which the case materials are presented; the ways in which the teacher educators and students engage in these activities; and the rationales for and goals of casebased teaching (Jackson, 1996c;Sykes & Bird, 1992). For example, cases can be employed "to teach new information, concepts, and theories (e.g., showing that conflict is prevalent in organizations); or they can be a vehicle for applying acquired knowledge and skills in specific situations (e.g., reasoning, critical thinking, and problem-solving exercises) (Weaver, Kowalski, & Pfaller, 1994, p. 171).…”

Section: What Are Cases?mentioning

confidence: 99%

Cases in TESOL Teacher Education: Creating a Forum for Reflection

Jackson¹

1997

TESL

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This article reviews the case method from an historical perspective and explores why and how "decision" cases might be used by teacher educators in the professional preparation of teachers as reflective ESOL specialists. It is argued that the case method can sharpen the critical thinking, analytical, and communication skills ofboth novice and experienced teachers and help ready them for the complex challenges they could face in the world of professional practice. Enthusiasm for this methodology, however, is tempered with words of caution about the difficulties involved in implementing case-based learning in teacher education programs. Guidelines for selecting and using"decision" cases are provided and recommendations are made for future developments in case-based teaching and learning in TESOL. Three appendixes include sources for teaching cases and details about a working conference for case facilitators and writers.Teaching cases have long been a cornerstone of professional preparation in schools of law, business, and medicine. Teacher educators have also been exploring their value in the preparation of teachers, although relatively few TESOL specialists have ventured into case-based teaching, writing, and research Doyle, 1990;Jackson, 1996aJackson, , 1996bKleinfeld, 1992;Merseth, 1991a;). This article is based on the belief that TESOL teacher education programs can benefit from what colleagues in other disciplines have discovered and published about case writing and teaching. The case method, I argue, is particularly suited to the analysis of the complex issues and situations that ESOL teachers routinely face. Thus this article briefly describes the principles, benefits, and challenges involved in implementing case-based learning in programs that are designed to prepare teachers as reflective ESOL specialists. Historical Roots of the Case MethodCase method teaching has for over 100 years been incorporated into professional preparation programs as one means of narrowing the gap between theoretical knowledge and practice. In 1870 the case method was introduced in the Harvard University Law School where the objective of the method was to teach legal principles (Merseth, 1991b). Law instructors questioned stu-TESL CANADA JOURNAULA REVUE TESL DU CANADA VOL. 14, NO.2, SPRING 1997 dents in a way so as to guide them to the predetermined "right" answers or decisions in actual court cases. By 1915 this variation of the case method was the primary mode of instruction in most of the well-known law schools in the United States (Culbertson, Jacobson, & Reller, 1960).In the 1920s the case method became popular in the Harvard Business School and then spread to business schools across North America and beyond (Knirk, 1991;Osigweh, 1989). Instructors in this field have traditionally used cases quite differently from their colleagues in law. Business cases are primarily used to teach students how to analyze problems and to determine and evaluate appropriate courses of action (Cooper, 1995;Hammond, 1980;Kleinfeld, 1990). The cas...

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Teacher Education and the Case Idea

Cited by 98 publications

References 53 publications

Pratique réflexive et études de cas : quelques enjeux à l’utilisation de la méthode des cas en formation des maîtres

Pratique réflexive et études de cas : quelques enjeux à l’utilisation de la méthode des cas en formation des maîtres

Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

Cases in TESOL Teacher Education: Creating a Forum for Reflection

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