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- W34065582 abstract "Schools and departments of education do not, like the professional schools of law, medicine, and business, have a distinctive form of pedagogy with which to deliver training to their students. Indeed, much of the course work found in education resembles the academic course work found in the liberal arts even though education faculties frequently embrace the mission of training professionals for schools. This lack of a distinctive pedagogy stems in part from an ambivalence within schools of education about their role—is education a liberal or a professional endeavor—and in part from the intellec tual and capital expense of developing distinctive teaching philosophies, materials, and techniques (Merseth,1981). Case studies and the case method of instruction offer an interesting alternative to schools of education seeking materials and teaching techniques designed specifically to train practitioners. While the method does not seem to be widely used in educational training, interest has grown recently in this methodology (Shulman and Colbert, 1987; Wasserman, 1988; Carter and Unklesbay, in press). In the following paper, a formal definition of case studies will be offered along with a brief analysis of their advantages and disad vantages as a teaching tool. Following this, a case study for use with pre Katherine K. Merseth is a visiting service and beginning teachers il assistant professor at the School of lustrâtes the versatility of comprehen Education, University of California, siVe case studies in teacher education Riverside. programs." @default.
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- W34065582 date "1990-01-01" @default.
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- W34065582 title "Case Studies and Teacher Education." @default.
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