Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Case Studies—Why and How

by Harry S. Broudy - 1990

Harry Broudy argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a "consensus of the learned" about how teachers should be educated. Broudy’s position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice. Such case study, in Broudy's view, would develop prospective teachers' abilities to bring educational theory and research to bear in interpreting perennial problems and exploring alternative solutions to them.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Case Studies—Why and How
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 91 Number 3, 1990, p. 449-459
https://www.tcrecord.org ID Number: 386, Date Accessed: 7/24/2021 10:50:36 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Harry Broudy
    University of Illinois, Urbana-Champaign

Member Center
In Print
This Month's Issue