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Abstract
This study explores the potential of the case method in teacher professional development. In the course of this study, the authors exposed experienced teachers to a case and attempted to characterize the “dialogue” that took place between each teacher and the case. The data were collected from interviews with 41 Israeli teachers. All of the teachers found the language of the case to be communicative, and the overwhelming majority viewed this method of presenting teaching knowledge as respectable and credible. On the other hand, most of the teachers did not grasp all of the reflective characteristics of the case and basically examined the case according to their own “personal stories,” ignoring other layers and aspects of the case.