Four approaches to preservice teachers' involvement in the writing of casestories: a qualitative research project

In this paper, professors' framings for student-written cases in sh element ary teacher education classes are examined. Analysis procedures were qualit ative. There were similarities and differences in course syllabi and materi als defining case writing, time spent on cases in class, ways of modeling c ases, comments to students on drafts, and professors' reasons for selecting favorite cases. All professors felt that a good case reflected a genuine d ilemma which contained details, support, and reflection. Findings showed th at writing roles within the research project had an impact upon ways in whi ch case writing was directed, and how the professors thought about cases an d reflected upon the experience afterward. Through their experiences with c ase writing and through engaging in self-inquiry about case writing, the pr ofessors came to understand their students in different ways, students came to understand professors and teaching in different ways, and professors de veloped new insights into their own practices. (C) 2001 Published by Elsevi er Science Ltd.