Structure of the cases

The cases have been designed on the understanding that learning cases are most effective when they:

• reflect authentic practice situations;
• present a question or problem of practice to be explored;
• provide multiple perspectives on that question and the responses to it;
• juxtapose theory and practice (Harris et al., 2005).

Each of the cases follows the same basic structure. This structure links closely to the inquiry and knowledge-building cycle (on page 44), particularly those phases of the cycle in which an ISTE is actively examining their own practice.

Screen 1 introduces the key themes and participants in the case and gives important background information.

Screen 2 identifies the learning needs and inquiry question of the ISTE featured in the case and prompts users to consider how the inquiry question relates to their own practice.¹

Screen 3 explores the beliefs of case participants and asks users to think about their own beliefs in relation to the theme of the case.

Screen 4 presents the learning experiences that the ISTE engaged in as part of their inquiry, and it prompts users to reflect on the learning experiences that they and those they work with engage in.

Screen 5 considers what the ISTE’s learning has been and how it is impacting on their practice, and it invites users to initiate an inquiry into their own practice.

Common components within the cases are:

• transcripts, which are provided for all video clips. These provide an important basis for discussing the cases and for group members to support their views with evidence of what case participants have actually said. Users will not always need to read the transcripts of interviews with case participants, but they will find it invaluable to examine the transcripts of interactions that show ISTE practice (as in Cases 3, 4, and 6), as these provide the fundamental material for analysing the practice.
• hyperlinks to current thinking and research, particularly within the right-hand sides of screens 3 (Beliefs) and 4 (Learning experiences). These links are often to other sections of the learning materials, so users may wish to have the hard copy of the materials on hand while viewing a case. Note that when an external web link is indicated, this will only be activated if you have online access.
• external perspectives from recognised experts in teacher education, who give their thoughts on the cases and the theoretical ideas underpinning them. Sometimes these are presented as annotations of transcripts from the cases – for example, when the video is of a conversation or role play. This approach provides a strong model of supporting statements and discussions about an interaction with evidence from the actual interaction. At other times, the perspective is of a more general nature.
• reflective questions, which encourage users to:
  • think about the practice and learning of the participants in the case;
  • think about their own practice and learning in relation to what they’ve read and seen.

Return to top