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Preparing Teachers for Special and General Education through Case-based Instruction: An Analysis of their Perceptions, Learning, and Written Cases

Published online by Cambridge University Press:  26 February 2016

Mark P Mostert  and
James M Kauffman
Mark P Mostert*
Affiliation:
Moorhead State University
James M Kauffman
Affiliation:
University of Virginia
*
Correspondence concerning this article should be addressed to Mark Mostert, Moorhead State University, Department of Special Education and Counselling, Moorhead State University, Moorhead, MN 56563 USA
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Abstract

Case-based teaching is one way of responding to the challenge of preparing general and special education teachers for the roles they are to assume. We discuss the rationale for case-based instruction and described our efforts to use this approach in teaching a course in behaviour management. Our impression is that although case-based instruction is a promising approach, it has limitations in teacher preparation. It is promising in that it gives voice to teachers’ practical knowledge and helps students become more reflective about teaching practice. It appears to be particularly limited as an approach with trainees who have no prior classroom experience, and it is no substitute for a working knowledge of basic principles.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 16 , Issue 2 , 1992 , pp. 40 - 47
Copyright
Copyright © The Australian Association of Special Education 1992

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