ABSTRACT
Cases, as “slices of classroom life,” offer preservice teachers challenging opportunities to experience situations vicariously and to reflect on educational issues that teachers face in today’s classrooms (see Sudzina, 1999). Case analysis and discussions about cases can lead to preservice teachers’ conceptual understandings and higher order thinking skills (Levin, 1995; Lundeberg & Fawver, 1994; Sudzina & Kilbane, 1992), reflection and collaboration (McNergney, Herbert, & Ford, 1994), advanced research and technology skills (Sudzina, 1995, 1996, 1997), increased retention of course content (Allen, 1994), and advanced moral reasoning (Allen, 1995). Case methods attempt to bridge the gap between theory and practice in teacher education (see McAninch, 1993; Shulman, 1992) through democratic teaching and learning activities. Teaching with cases requires that teacher educators plan for instruction and learning in ways that differ from traditional classroom experiences.
