Cases For Teacher Development: Preparing For The Classroom

 "The cases in this book identify major tension points which educators face. The reflective case commentaries, from numerous and varied experts in the field, provide real-life experiences for teacher candidates that they will doubtless encounter in their professional journeys. Cases for Teacher Development: Preparing for the Classroom is a wonderful supplement for any introductory course in an education program."
―Carol Wareing, Merrimack College

"The greatest strength of the book is inclusion of realistic voices from the field―the cases are written by real teachers who have encountered actual issues in their daily practices. These cases would be a valuable addition to my course."
―Andrew C. Kemp, University of Louisville

"This is a very well-written book that could be useful in a variety of settings. The cases presented will work in a number of situations and be appropriate for a number of different classes, such as preservice, student teaching, leadership, mentoring, etc. The timely topics presented make this a distinctive contribution to the literature." 
―Allan Cook, University of Illinois, Springfield

"The strength of the case study approach is allowing students to encounter dilemmas in teaching prior to entering the field. This would be a great book for use with a class of undergraduates."
―Delores D. Liston, Georgia Southern University

"I really enjoyed reading Cases for Teacher Development: Preparing for the Classroom. The book is distinctive and superior in that the cases depict situations most teachers encounter."
―Georgianna Short, Ohio State University

With the recent and increasing attention to accountability and standards, teacher preparation programs are more than ever in need of tools that vicariously acquaint future teachers with the difficult situations they will face. Cases for Teacher Development: Preparing for the Classroom is the perfect catalyst for this sort of teacher development. The cases encourage students to immerse themselves in classroom situations before they begin their practice, helping them link theory and experience. All of the cases present relevant situations that replicate the complicated, multitasked, and interrelated realms of the teacher.

Key Features

• Represents a variety of teacher stages, from preservice to retirement
• Addresses many interrelated and complicated issues in teaching, moving between students, curriculum, and subject knowledge
• Includes questions that focus directly on the case at hand, as well as case commentaries from renowned experts that broaden the work′s scope and suggest new ways to think, act, and improve performance in the classroom
• Provides diverse pedagogical sections that clearly involve the reader in issues pertinent to the classroom

After careful consideration and discussion of the cases and case commentaries, beginning teachers will be better equipped to recognize classroom incidents and student behaviors, along with their likely ramifications. Any introduction to teaching course will benefit from Cases for Teacher Development, and both beginning and experienced teachers will find this an essential reference for reflection and refinement of classroom skills.

Patricia F. Goldblatt (Ed.D, OISE/University of Toronto [curriculum]; MA, B.Ed, and BA, University of Toronto) has been an educator for more than 30 years: teaching Art and English to high school students; and the Standards of Practice to teachers at the Ontario College of Teachers in Ontario, Canada. Her  writing on multiculturalism, women′s studies, art education, literature, and most recently, cases as a teaching tool  has appeared in journals in Europe, Britain, Asia, the United States and Canada. Patricia has also presented scholarly papers locally, nationally and internationally.

Deirdre Smith (M.Ed. Brock University [teaching and learning] B.Ed and BA, York University, and B.Ed OISE/University of Toronto) is Manager, Standards of Practice and Education at the Ontario College of Teachers. In this capacity she leads a team of program officers who conduct research, development and implementation activities that support strategic planning and a provincial framework that maintains standards of practice and promotes continuing competence among members of the College. Smith has established and continues to coordinate the College research program including pre-service, in-service, action research, educational leadership, mentorship and induction, and career-long professional learning in Ontario. Actively involved with policy development she has coordinated the revision of over two hundred curriculum policy documents for in-service teacher education.  In a project management role she has conceptualized, planned, coordinated and monitored multiple and concurrent research, policy development and public relation projects. Smith is a former school principal and Special Educational consultant with extensive experience as a Teacher Behavior consultant, Youth Counselor, Pre-Service Teacher Educator and an In-Service Teacher Educator.