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

Abstract

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.

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices

“…The case inquiry processes employed within this collaborative leadership project focused on inclusive education and were rooted in the critical case approaches employed by Canadian educators (Porter & Smith, 2011;Smith, 2015aSmith, , 2015bSmith & Goldblatt, 2009;Smith et al, 2016). The tenets of critical pedagogy underpin this critical approach to case inquiry (Apple, 2013;Darder, 2014;Freire, 1970;Giroux 1992;Kincheloe, 2008;McLaren, 1998).…”

“…They offer the advantage that they can happen on the job, are relevant and contextual, lend themselves well to intersectionalities, favour collaboration between colleagues, and appear less intimidating for staff. Whether case studies are fictional, authentic, or inspired by reallife situations, they demonstrate and dramatize humanity and its stories, conflicts, issues, and complexities in an easily accessible way (Davis & Wilcox, 2003;Parker, Smith, & Goldblatt, 2009). Their open-ended nature and authentic feel provide learners with the opportunity to discuss, debate, probe, role-play, evaluate, prioritize, critique, synthesize, while comparing facts, issues, and dilemmas (Barroso & Abreu, 2015;Foran, 2001).…”

Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders

“…Whether fictional or authentic, case studies demonstrate and dramatize humanity and its stories, conflicts, issues, and complexities in an easily accessible way (Davis & Wilcox, 2003;Parker, Smith, & Goldblatt, 2009). The open-ended nature of case study provides learners with the opportunity to discuss, debate, probe, role-play, evaluate, prioritize, critique, and synthesize, while comparing facts, issues, and dilemmas (Barroso & Abreu, 2015;Foran, 2001;Penn State University, 2006).…”

“…One key Open-Access Case Studies for Principals 9 1302_Maich_et_al_CE1.docx partner was the Ontario College of Teachers (OCT). The OCT has responsibilities related to continuing professional education for certified teachers, Principal Qualification Programs, and initial teacher education programs professional that lead to professional certification in Ontario (Parker, Smith, & Goldblatt, 2009). Education is a provincial responsibility in Canada, so the OCT supports educators in the province of Ontario.…”