Affiliation:
1. Dept. of Special Education, University of South Florida/Tampa
2. College of Education, University of Kentucky
Abstract
Teaching cases, which are true narrative accounts of authentic situations presented within their original contexts, are being used increasingly by teacher educators as a vehicle for reflective interaction about actual teaching practice. A collaborative research team at the University of South Florida has been developing, modifying and evaluating the application of teaching cases in the teacher education program. In this article, a brief history and rationale for the use of teaching cases in teacher education is presented with a description of how teaching cases are being used by the collaborative team. Cases developed by the group and the results of case teaching with undergraduate and graduate students are discussed.
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3. Darling-Hammond, L. (1992). Accountability for professional practice. In M. Levine (Ed.). Professional practice schools: Linking teacher education and school reform (pp. 81-104). NY : Teacher's College Press.
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