dc.contributor.author | Helleve, Ingrid | |
dc.contributor.author | Eide, Liv | |
dc.contributor.author | Ulvik, Marit | |
dc.date.accessioned | 2022-04-06T12:53:29Z | |
dc.date.available | 2022-04-06T12:53:29Z | |
dc.date.created | 2021-03-26T13:00:41Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 0261-9768 | |
dc.identifier.uri | https://hdl.handle.net/11250/2990270 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Case-based teacher education preparing for diagnostic judgement | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2021 The Author(s) | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |
dc.identifier.doi | 10.1080/02619768.2021.1900112 | |
dc.identifier.cristin | 1901314 | |
dc.source.journal | European Journal of Teacher Education | en_US |
dc.identifier.citation | European Journal of Teacher Education. 2021. | en_US |