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Situated case-based knowledge: An emerging framework for prospective teacher learning
ARTICLE

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TATE Volume 24, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective has been slow to emerge in reference to prospective teacher education. In this paper, we present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, we summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning, as well as discuss implications for research and practice.

Citation

Kim, H. & Hannafin, M.J. (2008). Situated case-based knowledge: An emerging framework for prospective teacher learning. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 1837-1845. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2008.02.025

Keywords