Case Teaching And Research In Teacher Education

The case method of teaching was originated from Harvard University, the USA. It was and is still widely used in business management, law, medicine, politics and other fields. The case method of teaching applied in teacher education bridges the gap between theory and practice. It enriches and strengthens the opportunities of productive dialogues and communications between the teacher and the student, therefore effectively overcoming the disadvantages of the traditional teacher education programs in our nation. Through providing vicarious experiences for the preservice and inservice teachers, the case method of teaching stimulates the teacher's self-initiated reflection on his or her teaching. While thinking about and solving the educational and pedagogical problems that take place in the real-life classroom, the teacher enhances their analyzing abilities for educational problems and problem-solving abilities, deepens their understanding and acknowledgement of the educational theories, and thus eventually improves the teacher's professional development. From the selection of cases to the case curriculum development, from the preparation of case method of teaching to its practical implementation, all these facets are well worth further probing and studying. The effective integration of case method of teaching and information technology in the national current teacher education is a significant and urgent task. The evaluation of case method of teaching involves three components: the studies of the case curriculum, the case educator and the case learners.This thesis consists of six parts. The first section deals with the basic conception of what case method of teaching is and the background of its current popularity and prosperity.The second section explores the unique contribution that case method of teaching will make to China's teacher education as well as the problems existing in national teacher education programs.The third section analyzes the principles of preparation for case study and techniques of teaching with cases.The fourth section presents the effective strategies of case curriculum planning and development, particularly about how to choose cases and/or write cases.The fifth section puts forward some suggestions on the integration of modern information technology and case study, which is likely to be carried out in China in the near future. This part also narrates the great efforts made by University of Virginia of the USA and the evolution and progress of the probably most powerful American website of case method of teaching applying the Internet and telecommunication technologies in teacher education.The last section focuses on the evaluation and ponderings over case method of teaching while attempting to put up some multi-perspective and meticulous assessment models and/or standards.