Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11889/2493
Title: | Case-writing as border-crossing : describing, explaining and promoting teacher change |
Other Titles: | |
Authors: | Hashweh, Maher |
Issue Date: | Jun-2004 Jun-2004 |
Publisher: | ResearchGate |
Citation: | |
Abstract: | The present paper describes a project that emphasized the use of case-writing by teachers engaged
in an educational innovation. The aims of the paper are threefold: to provide a somewhat detailed
description of the case-writing process, to explicate the varied functions of cases and case-writing
by teachers, and to discuss an important feature of cases and case-writing that might explain their
power. The main argument is that cases could be used to achieve three purposes: to promote, to
describe, and to explain teacher and educational change. The description of the case-writing
process and an analysis of the cases themselves reveal their great potential in achieving these three
aims. Additionally, it is argued that cases and case-writing facilitate border-crossing, or the
integration of theory/practice, research/narration, and cognition/emotion, an integration necessary
for authentic professional activities. This seminal feature of cases and case-writing also accounts
for their potential in achieving the previously mentioned functions The present paper describes a project that emphasized the use of case-writing by teachers engaged in an educational innovation. The aims of the paper are threefold: to provide a somewhat detailed description of the case-writing process, to explicate the varied functions of cases and case-writing by teachers, and to discuss an important feature of cases and case-writing that might explain their power. The main argument is that cases could be used to achieve three purposes: to promote, to describe, and to explain teacher and educational change. The description of the case-writing process and an analysis of the cases themselves reveal their great potential in achieving these three aims. Additionally, it is argued that cases and case-writing facilitate border-crossing, or the integration of theory/practice, research/narration, and cognition/emotion, an integration necessary for authentic professional activities. This seminal feature of cases and case-writing also accounts for their potential in achieving the previously mentioned functions |
Description: | |
URI: | http://hdl.handle.net/20.500.11889/2493 |
Appears in Collections: | Fulltext Publications |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Case writing as border crossing.pdf | 178.64 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.