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Case‐writing as border‐crossing: describing, explaining and promoting teacher change 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Taylor & Francis, June 2004. 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Maher Hashweh 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Writing -- Educational Change -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Teachers and Teaching : theory and practice. 10 (3) : Jun. 2004. pp. 229-246 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LB 2840 T448x (Browse shelf)	Available		PER 895 CW

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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. 56

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