How Case Methods are Used to Examine and Enhance Preservice Teacher Decision-Making?


Demiraslan Cevik Y.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, ss.94-108, 2013 (SSCI İndekslerine Giren Dergi) identifier

  • Basım Tarihi: 2013
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.94-108

Özet

This paper reviews the literature on the use of cases in teacher education to examine and foster preservice teachers' decision making. Twenty studies that were selected according to a set of criteria are organized into four groups based on the manner in which cases were used in the studies. After presenting the common and distinctive features of each group, a comparative examination of the four groups of studies are provided in terms of their theoretical and methodological implications for using cases in teacher education. Finally, the implications of this set of research for teacher education are discussed.

This paper reviews the literature on the use of cases in teacher education to examine and foster preservice teachers’ decision making. Twenty studies that were selected according to a set of criteria are organized into four groups based on the manner in which cases were used in the studies. After presenting the common and distinctive features of each group, a comparative examination of the four groups of studies are provided in terms of their theoretical and methodological implications for using cases in teacher education. Finally, the implications of this set of research for teacher education are discussed