RR 94-3 How three prospective teachers construed three cases of teaching.
Abstract
This paper describes three prospective teachers' responses to three cases used in an introductory teacher education course designed to challenge their entering beliefs about teaching. Students' entering beliefs about teaching remained central in their interpretations of the cases throughout the term, although each prospective teacher learned new ideas about teaching that were compatible with her initial beliefs. Implications are discussed for the the use of cases in teacher education for purposes of challenging and extending prospective teachers' beliefs.