How Teachers' Classroom Cases Express Their Pedagogical Beliefs
D. Kagan, and D. Tippins. Journal of Teacher Education, 42 (4):
281(1991)
Abstract
This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.
%0 Journal Article
%1 kagan1991tcc
%A Kagan, D.M.
%A Tippins, D.J.
%D 1991
%J Journal of Teacher Education
%K beliefs education mathematics teacher
%N 4
%P 281
%T How Teachers' Classroom Cases Express Their Pedagogical Beliefs
%U http://jte.sagepub.com/cgi/content/abstract/42/4/281
%V 42
%X This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.
@article{kagan1991tcc,
abstract = {This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.},
added-at = {2007-04-16T21:53:02.000+0200},
author = {Kagan, D.M. and Tippins, D.J.},
biburl = {https://www.bibsonomy.org/bibtex/24070cb9ab31320e09a68777b83202301/rmosvold},
interhash = {cc8b69ae5e9cc9a6e7df6ca224ee5809},
intrahash = {4070cb9ab31320e09a68777b83202301},
journal = {Journal of Teacher Education},
keywords = {beliefs education mathematics teacher},
number = 4,
pages = 281,
timestamp = {2007-04-16T21:53:02.000+0200},
title = {How Teachers' Classroom Cases Express Their Pedagogical Beliefs},
url = {http://jte.sagepub.com/cgi/content/abstract/42/4/281},
volume = 42,
year = 1991
}