Case‐writing as border‐crossing: describing, explaining and promoting teacher change

Abstract

The present paper describes a project that emphasized the use of case‐writing by teachers engaged in an educational innovation. The aims of the paper are threefold: to provide a somewhat detailed description of the case‐writing process, to explicate the varied functions of cases and case‐writing by teachers, and to discuss an important feature of cases and case‐writing that might explain their power. The main argument is that cases could be used to achieve three purposes: to promote, to describe, and to explain teacher and educational change. The description of the case‐writing process and an analysis of the cases themselves reveal their great potential in achieving these three aims. Additionally, it is argued that cases and case‐writing facilitate border‐crossing, or the integration of theory/practice, research/narration, and cognition/emotion, an integration necessary for authentic professional activities. This seminal feature of cases and case‐writing also accounts for their potential in achieving the previously mentioned functions.

Notes

* Department of Education and Psychology, Birzeit University, Birzeit, West Bank, Via Israel, Palestine. Email: [email protected]

Additional information

Notes on contributors

Maher Z. Hashweh *

* Department of Education and Psychology, Birzeit University, Birzeit, West Bank, Via Israel, Palestine. Email: [email protected]