Abstract
This study features use of case-based pedagogy as a context for exploring science teacher education reform. A central premise of the study is that science teacher education reform is a complex process characterised by the individual and collective narrative histories of teachers. The study was conducted at West Visayas State University in the Philippines as a collaborative research endeavour involving two US and four Filipino science teacher educators. The centrepiece of this study was a ‘case experience’ prompted by reflection on prospective and practicing elementary teachers' written cases. Results of the study are presented here as a ‘layered narrative.’ An initial layer explores how a case, written by a prospective teacher, was interwoven with her past and future life history. A second layer looks at sociocultural and professional tensions that mediated the participants' case experience. A third layer represents how the case experience provided a community that supported critical reflection among the research team members. Implications from the study emphasise that case-based pedagogy can serve as a basis for critical reflection to inform community-based approaches to science teacher education pedagogical and research reform.
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Arellano, E.L., Barcenal, T.L., Bilbao, P.P. et al. Using Case-Based Pedagogy in the Philippines: A Narrative Inquiry. Research in Science Education 31, 211–226 (2001). https://doi.org/10.1023/A:1013162730036
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DOI: https://doi.org/10.1023/A:1013162730036