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A Phenomenological Inquiry into Science Teachers’ Case Method LearningInvestigating Case Method Learning Phenomenologically

A Phenomenological Inquiry into Science Teachers’ Case Method Learning: Investigating Case Method... [The Case Method (CM) is increasingly recognized as a viable pedagogy for teacher education. The philosophy of Edmund Husserl’s Transcendental Phenomenology advocates ‘going back to the things themselves’ (Husserl in Logical investigations. RKP, London,1970a) to capture their ‘original given-ness’ (Husserl in The crisis of European sciences and transcendental phenomenology. Northwestern University Press, Evanston, 1970b). This research was grounded in an attempt ‘to go back’ to the experience of the CM to understand teacher learning in a professional development activity. This research is a descriptive phenomenological investigation that aims to describe science teachers’ experience of the CM approach to professional development. The science teachers attended and took part in a workshop that used the CM to deliver the teaching case The Not-so-simple Simple Electric Circuit. In-depth interviews with the teachers (or co-researchers) facilitated comprehensive descriptions that provide the basis for intuitive-reflective analyses to obtain the meanings, structures and essences of the lived experience of the CM.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Phenomenological Inquiry into Science Teachers’ Case Method LearningInvestigating Case Method Learning Phenomenologically

Part of the SpringerBriefs in Education Book Series
Yee, Sye Foong
Springer Journals — Oct 5, 2018
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37 pages

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Publisher
Springer Singapore
Copyright
© The Author(s) 2019
ISBN
978-981-13-2678-3
Pages
45 –82
DOI
10.1007/978-981-13-2679-0_3
Publisher site
See Chapter on Publisher Site

Abstract

[The Case Method (CM) is increasingly recognized as a viable pedagogy for teacher education. The philosophy of Edmund Husserl’s Transcendental Phenomenology advocates ‘going back to the things themselves’ (Husserl in Logical investigations. RKP, London,1970a) to capture their ‘original given-ness’ (Husserl in The crisis of European sciences and transcendental phenomenology. Northwestern University Press, Evanston, 1970b). This research was grounded in an attempt ‘to go back’ to the experience of the CM to understand teacher learning in a professional development activity. This research is a descriptive phenomenological investigation that aims to describe science teachers’ experience of the CM approach to professional development. The science teachers attended and took part in a workshop that used the CM to deliver the teaching case The Not-so-simple Simple Electric Circuit. In-depth interviews with the teachers (or co-researchers) facilitated comprehensive descriptions that provide the basis for intuitive-reflective analyses to obtain the meanings, structures and essences of the lived experience of the CM.]

Published: Oct 5, 2018

Keywords: Teaching Cases; Simple Electrical Circuit; Professional Development Activities; Invariant Constituents; Lead Case

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