Four approaches to preservice teachers' involvement in the writing of case stories: a qualitative research project

In this paper, professors' framings for student-written cases in sh elementary teacher education classes are examined. Analysis procedures were qualitative. There were similarities and differences in course syllabi and materials defining case writing, time spent on cases in class, ways of modeling cases, comments to students on drafts, and professors' reasons for selecting favorite cases. All professors felt that a good case reflected a genuine dilemma which contained details, support, and reflection. Findings showed that writing roles within the research project had an impact upon ways in which case writing was directed, and how the professors thought about cases and reflected upon the experience afterward. Through their experiences with case writing and through engaging in self-inquiry about case writing, the professors came to understand their students in different ways, students came to understand professors and teaching in different ways, and professors developed new insights into their own practices. (C) 2001 Published by Elsevier Science Ltd.