The Importance of Living in the Case.
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| Title: | The Importance of Living in the Case. |
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| Language: | English |
| Authors: | Burger, David L. |
| Peer Reviewed: | N |
| Page Count: | 49 |
| Publication Date: | 1992 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Case Method (Teaching Technique), Experiential Learning, Higher Education, Learner Controlled Instruction, Learning Processes, Learning Theories, Outcomes of Education, Problem Based Learning, Student Role, Teacher Role, Teaching Methods, Theory Practice Relationship |
| Abstract: | A multiple, embedded case study research design was employed to describe and explain the case method pedagogy used by two veteran practioners. The units of analysis were two graduate courses, one a teacher ethics course and the other a business policy course. Information was gathered utilizing precourse and postcourse interviews and a questionnaire administered upon completion. The study found that the goal of practical wisdom was achieved when students and teachers were engaged in "living-in-the case," an experiential process described as "conversation with reality." When students were induced into the intersection of theory and practice, of intellectual and emotional experience, of intrinsic and extrinsic motivators, effective learning and retention took place. Alternative explanations, such as teacher charisma, quality of case writing, and student ability, did not discount the finding of living in the case. Results also suggest that practitioners interested in demonstrating best practices in teacher education with case method pedagogy need to consider an emphasis on induction into the case. This focus has proved to be effective in spite of teaching style, quantity or quality of cases, or student background. (LL) |
| Entry Date: | 1992 |
| Accession Number: | ED344884 |
| Database: | ERIC |
| Abstract: | A multiple, embedded case study research design was employed to describe and explain the case method pedagogy used by two veteran practioners. The units of analysis were two graduate courses, one a teacher ethics course and the other a business policy course. Information was gathered utilizing precourse and postcourse interviews and a questionnaire administered upon completion. The study found that the goal of practical wisdom was achieved when students and teachers were engaged in "living-in-the case," an experiential process described as "conversation with reality." When students were induced into the intersection of theory and practice, of intellectual and emotional experience, of intrinsic and extrinsic motivators, effective learning and retention took place. Alternative explanations, such as teacher charisma, quality of case writing, and student ability, did not discount the finding of living in the case. Results also suggest that practitioners interested in demonstrating best practices in teacher education with case method pedagogy need to consider an emphasis on induction into the case. This focus has proved to be effective in spite of teaching style, quantity or quality of cases, or student background. (LL) |
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