ABSTRACT
We use case studies to explain, analyze, understand, and hopefully solve complex problems. We use situated case studies particularly when there is a complex dynamic of human interaction complicated by the influence of situational variables. Most socially structured settings, whether they are classrooms or boardrooms, have their own set of symbols, relationships, and interactional patterns, making each situation dependent on the contextual interplay of these situational variables (Brown, Collins, & Duguid, 1989). The term situated case study denotes the use of case studies to find a way out of a complex problem embedded in such settings with its myriad of contextual variables, and find a way into a consistently effective practice that is generalizable beyond particular instances of the problem setting. This chapter uses that particular kind of case study as a tool for systematic inquiry into practice-oriented teacher preparation and performance assessment.
