Description - Who Learns What from Cases and How? by Mary A. Lundeberg
The use of case methods in teacher education is a relatively new phenomenon which has been growing in popularity since the 1980s. Most of the work that has been published so far has focused on testimonials and author's experiences rather than on systematic analysis, providing little empirical evidence for case methods. This book is distinguished by its emphasis on the research base for cases and case-based pedagogy and its presentation of the major empirical work done to date. The research included is grounded in a spectrum of different theoretical frames, from narrative to constructivism to information processing. This is a timely book - not only because it contains a comprehensive review of much of the scholarship that has been done, but also because it encompasses a wide range of perspectives on cases and case methods. For example, it includes research on learning from discussing and writing about cases; from video and multi-media cases as well as print cases; from working with pre-service and in-service teachers as well as research on the contributors' own practice. One principle goal of this volume is to compare the claims of case pedagogy with the current research.
A second is the careful examination of the methodologies that have been used to study cases. A third goal is to clarify what we do not yet know; each chapter presents questions for further research. Finally, each chapter concludes with a brief commentary by an invited author, intended to stimulate further dialogue on cases and case-based pedagogy. As the chapters suggest, investigations into the power that case pedagogy holds for fostering the development of teaching have only just begun. The book is organized into three sections, which address important questions teachers ask of themselves: what kind of learning am I attempting to foster?; how might I best structure the learning environment to foster learning?; and how do my own understandings and the understandings of my students interact with the learning and teaching in which we engage? The focus of the book is on how cases may or may not help us answer these questions. It is intended as a professional reference for teacher educators, educational psychologists and others interested in pedagogy in higher education, and as a text for advanced courses in these areas.
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