Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers

Abstract The case method has been recommended as an addition to preservice programs which may overcome some of the limitations of field and clinical experiences while facilitating the professional development of teachers. The intent of the study discussed here was to determine if dilemma-based cases can be used to gain insight into one aspect of students' development—their reasoning. Findings suggest that the developmental nature of learning to teach is reflected in students' analyses of events embedded in cases and that case-based pedagogy provides opportunities to further encourage the development of professional reasoning in prospective teachers.

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