The use of case method pedagogy in educating professionals.

摘要

The inability of early-service professionals to demonstrate practical wisdom has gained recent public concern. Higher education is increasingly called upon to address this concern. Problem-based models are acknowledged as effective; among them, case method pedagogy has received much praise. However, this teaching methodology has achieved little empirical attention.; The aim of this study is to describe case method pedagogy as established in practice. The literature review provided a theoretical base for constructing a typology of case method styles. Three styles were identified, existing on a continuum from simple to complex cases, methods, participant roles, and outcomes. The synthesized typology was then used as a theoretical frame for guiding the investigation.; A multiple, embedded case study research design was employed to describe and explain the case method pedagogy used by two veteran practitioners. The units of analysis were two graduate courses, one a business policy course and the other a teacher ethics course. Both courses took place at a university during the 1990 summer session.; A data record was built with interviews, participant observations, artifacts, and an end-of-course questionnaire. Data were classified into two groups: descriptive and evidentiary. Pattern matching formed the major analysis. Nonconforming data generated modifications of theory as well as further questions. Patterns were triangulated by informants, observations, the questionnaire and collected artifacts. Analysis of embedded units was primarily done within case, rather than pooled.; The study found the goal of practical wisdom was achieved when students and teachers were engaged in "living-the-case," an experiential process described as "conversation with reality." This conversation was individually confrontive and enhanced by a variety of induction methods. When successful, case method teaching strengthened the integration of theoretical wisdom with practical wisdom. Evidence supports claims for case method pedagogy being an effective problem-based model and suggests that further research consider the practice as an experiential method, excluding didactic methods. The typology was altered, representing a theoretical frame informed by the data.