Using the case method in teacher education: The role of discussion and experience in teachers' thinking about cases |
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| Institution: | 1. Department of Pathology, Shandong University School of Medicine, Jinan 250012, China;2. Department of Paediatrics, Shandong Provincial Hospital Affiliated to Shandong University, Jinan 250021, China;1. Mechanics and Composite Materials Department, Leibniz-Institut für Polymerforschung, Hohe Str. 6, Dresden 01069, Germany;2. Mechanical Engineering Department, Federal University of Rio Grande do Sul, Sarmento Leite St. 425, Porto Alegre/RS 90050-170, Brazil;1. Department of Medicine, University of Toronto, Toronto, Ontario, Canada;2. School of Population and Public Health, University of British Columbia, Vancouver, British Columbia, Canada;3. Centre for Population Health Sciences, University of Edinburgh, Edinburgh, United Kingdom;4. Centre for Health Evaluation and Outcomes Sciences, University of British Columbia, Vancouver, British Columbia, Canada;5. Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada;1. Department of Earth and Atmospheric Science, The City College of New York, New York, NY 10031, United States;2. Department of Physics, The City College of New York, New York, NY 10031, United States;3. Sophie Davis School of Biomedical Education, The City College of New York, New York, NY 10031, United States;4. Division of Science Microscopy Facility, The City College of New York, New York, NY 10031, United States;5. Department of Microbiology and Immunology, New York Medical College, Valhalla, NY 10595, United States |
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| Abstract: | The question of whether discussion is a crucial variable in teachers' learning from cases has not been tested empirically. This study investigated what teachers understood from just reading and writing about a case, compared to what they thought when also discussing it. The quality, form, and content of the thinking of 8 student teachers, 8 beginning teachers, and 8 experienced teachers was examined. Quantitative and qualitative analyses of participants' writing and oral discourse from the case discussions were undertaken. The work of Piaget and Vygotsky provide the theoretical basis for interpreting how discussion affected teachers' thinking about cases. |
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