ABSTRACT

An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced for the students and data based on the student teachers’ experiences was collected through questionnaire and focus-group conversations. The findings show three main arguments for why teacher education should be case-based. First, analysing cases helps students to understand that every situation in practice is unique. Second, cases link to practice and theory, and finally, a case opens for different perspectives depending on how the diagnosis is made.

摘要

教学的一个组成部分是面对意外情况。教师必须立即做出决定，而这些决定可能会对很多人产生很大的影响。一个重要的问题是教师教育如何让学生为意外情况做好准备。这项从业者研究的目的是调查基于案例的教学是否有助于减少教师教育中的感知差距。为学生引入了一个循序渐进的模型，并通过问卷调查和焦点小组对话收集了基于实习教师经验的数据。调查结果显示了为什么教师教育应该以案例为基础的三个主要论据。首先，分析案例有助于学生理解实践中的每种情况都是独一无二的。第二，案例联系实践和理论，最后，