Search

We believe that the use of cases in teacher education has not been fully explored or fully utilized as a means of fostering professional discourse on teaching, particularly in English as a second/foreign language teacher learner contexts. This paper describes the process of developing cases for teacher education. In it we report on how our cases were field-tested and we illustrate the types of discussions that can emerge in an EFL teacher education class. Feedback from our teacher education students indicates that they appreciate the learning opportunities provided by case-based methodology. Cases can be used to support the development of reflective practice and bridge the gap between theory and practice with both in-service and pre-service teachers. We contend that the development of cases for use in a variety of educational and teacher-educator research contexts is needed. [ABSTRACT FROM AUTHOR]