%0 Journal Article %1 kagan1991tcc %A Kagan, D.M. %A Tippins, D.J. %D 1991 %J Journal of Teacher Education %K beliefs education mathematics teacher %N 4 %P 281 %T How Teachers' Classroom Cases Express Their Pedagogical Beliefs %U http://jte.sagepub.com/cgi/content/abstract/42/4/281 %V 42 %X This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.

@article{kagan1991tcc, abstract = {This study documents an attempt to develop a system of analysis to evaluate teachers' classroom cases based on the hypothesis that the way a teacher defines and orders the standard components of a narrative would reflect the teacher's pedagogical beliefs. Twenty-four inservice and 22 preservice teachers wrote four case narratives. Self- evident differences emerged between preservice and inservice teachers in the structural and content features of cases. More subtle differences appeared in terms of three themes: a feeling for the internal conflicts that a problem provokes in a teacher, the long- term and evolutionary nature of problems, and their ethical undertones. Although writing a response or a solution to a peer's case appeared to constrain teachers from expressing their own pedagogical beliefs, they did reflect and illustrate these beliefs when they wrote their own cases.}, added-at = {2007-04-16T21:53:02.000+0200}, author = {Kagan, D.M. and Tippins, D.J.}, biburl = {https://www.bibsonomy.org/bibtex/24070cb9ab31320e09a68777b83202301/rmosvold}, interhash = {cc8b69ae5e9cc9a6e7df6ca224ee5809}, intrahash = {4070cb9ab31320e09a68777b83202301}, journal = {Journal of Teacher Education}, keywords = {beliefs education mathematics teacher}, number = 4, pages = 281, timestamp = {2007-04-16T21:53:02.000+0200}, title = {How Teachers' Classroom Cases Express Their Pedagogical Beliefs}, url = {http://jte.sagepub.com/cgi/content/abstract/42/4/281}, volume = 42, year = 1991 }