| The purpose of this dissertation is to develop case method curriculum materials and a rationale for the use of the case method in the professional education of educators.; The case method has been used in the professional education of students of law, social work, and business administration for over fifty years. Though not unknown, the case method is much less common in the professional education of educators. Partly in response to changing social conditions, schools of professional education, like professional schools in other fields, are presently undertaking a reassessment of their goals and methods. One focus of attention is the curriculum. Using a broad definition of teacher education as preparation for diverse educational roles in the human services, this dissertation presents case method curriculum materials that could be valuable in the professional preparation of educators.; Following a review of the literature on changing attitudes toward professionalism and professional education, the view of a "reflective practitioner" is selected as most in accord with the author's view.('1) A reflective practitioner's orientation toward practice is described, then an argument for the appropriateness of the case method to develop such an orientation in students is presented. Also, the author develops definitions of a "case in education," a "teaching note," and an ideal case discussion appropriate for the field of education.; Three cases in education are presented. They deal with the problems of student-teacher relationships, sources of curriculum ideas, and the relationship between values and aims in education. The teaching note that accompanies each case is in the form of an interdisciplinary literature review. It is organized by author and draws principally on psychology, sociology, and philosophy, which Dewey asserted would be primary among the "sources of a science of education."('2); Finally, some suggestions for teaching the cases and for assessing their effectiveness are given.; ('1)Donald Schon, The Reflective Practitioner (New York: Basic Books, 1983), chapter 2. ('2)John Dewey, The Sources of a Science of Education (New York: Liveright, 1929), pp. 54-64. |
