Session Information
MC_Poster, Poster Session; Main Conference
All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15
Time:
2008-09-11
12:15-13:15
Room:
Poster Exhibition Area
Chair:
Contribution
This poster presents data from a research which aims at investigating the possibilities and limitations of teaching cases as formative and investigative strategies in an undergraduate course for teachers. Usually a teaching case can be defined as a descriptive document containing situations or real school events, designed specifically to be applied as a tool in teacher education programs. A case is defined as the descriptions of a tense situation that can be alleviated and analyzed from different perspectives (SHULMAN, 1992). A teaching case can also describe the experience of a teacher that faced some dilemmas and found a solution for his/her problems, solving the tension previously established (NONO, 2005). Mizukami (2000) considers the teaching cases as an important tool for research – they enable the learning of teachers’ personal theories – and for the teaching – they enable the professional development, the development of a basis about the teaching, the development of the pedagogical reasoning and the development of the pedagogical knowledge of content. In this research, the teaching cases are employed as one of the several tools that can be applied to research programs and to teachers’ training. Apparently, the combination of different investigative and formative strategies will create and make explicit the processes of teachers’ training.
Method
The methodology used involves analysis and elaboration of teaching cases. It’s a qualitative analytic-descriptive study involving 42 students from an initial teacher education program. We present in the poster the results related to the analysis of one teaching case in which the teacher narrates her experience of life in the school where she teaches. This narration enabled her to understand her workplace as a suitable place for professional development.
Expected Outcomes
From the analysis of this teaching case, the subjects were able to clearly present their knowledge about teacher’s participation in the organization and management of the school. And as an intervention tool, the teaching case stimulated the reasoning about the process of construction of professional learning. The subjects were asked to analyze the participation of the teachers of the teaching case in the management of the school – describing this participation – and also to identify other possibilities of participation in the school management. To explain the participation of the teachers in the management of the school, the students made use of the terminology that they learned when they were taking the teacher education program. All the terms employed were carefully chosen and applied; therefore they made a proper analysis of teacher’s participation in the school management. The subjects realized that when the teachers of the teaching case took part in the decisions of the school, they were able to experience group learning. Apparently, the subjects noticed that the participation is the source of learning for the teachers, characterized as a continuous learning activity. When analyzing other possibilities of teacher’s participation in the school management, the subjects emphasize the participation in the parents’ meetings and the interaction with the community, the planning and the pedagogical meetings. They also relate the possibilities of teacher’s participation in the school management to the kind of management adopted by the school. The participation brought by the teacher’s autonomy and the possibilities of partnerships during the process of decision, during the planning of the school pedagogical project, point out the school participative management.
References
MIZUKAMI, M. G. N. Casos de ensino e aprendizagem profissional da docência. In: ABRAMOWICZ, A.; MELLO, R.R. (Org.). Educação: pesquisas e práticas. Campinas: Papirus, 2000. p. 139-161. NONO, M. A. Casos de ensino e professoras iniciantes. Tese doutorado. UFSCar, 2005. SHULMAN, J. H. (Ed.). Case methods in teacher education. New York: Teachers College; London: Columbia University, 1992.
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