Case-based teacher education preparing for diagnostic judgement

References

• Argyris, C., and D. Schon. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jessey-Bass.
   Google Scholar
• Bogo, M. 2006. “Field Instruction in Social Work: A Review of the Research Literature.” The Clinical Supervisor 24 (1–2): 163–193. doi:10.1300/J001v24n01_09.
   Google Scholar
• Borko, H., D. Liston, and J. A. Whitcomb. 2007. “Genres of Empirical Research in Teacher Education.” Journal of Teacher Education 58 (3): 3–11. doi:10.1177/0022487106296220.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Brinkmann, S. 2007. “Could Interviews Be Epistemic? an Alternative to Qualitative Opinion Polling.” Qualitative Inquiry 13 (8): 1116–1138. doi:10.1177/1077800407308222.
   Web of Science ®Google Scholar
• Connelly, F. M., and D. J. Clandinin. 1988. Teachers as Curriculum Planners: Narratives of Experience. New York: Teachers’ College.
   Google Scholar
• Dewey, J. 1904. “The Relation of Theory to Practice in Education.” In The Relation between Theory and Practice in the Education of Teachers: Third Yearbook of the National Society for the Scientific Study of Education, edited by C. A. McMurry, 9–30. Vol. 1. Chicago: University of Chicago Press.
   Google Scholar
• Dicke, T., J. Elling, A. Schmeck, and D. Leutner. 2015. “Reducing Reality Shock: The Effects of Classroom Management Skills Training on Beginning Teachers.” Teaching and Teacher Education 48: 1–12. doi:10.1016/j.tate.2015.01.013.
   Web of Science ®Google Scholar
• Eraut, M. 2004. “Informal Learing in the Workplace.” Studies in Continuing Education 6 (2): 247–273. doi:10.1080/158037042000225245.
   Google Scholar
• Foulger, T., A. D. Ewbank, A. Kay, S. O. Popp, and H. L. Carter. 2009. “Moral Spaces in MySpace: Preservice Teachers’ Perspectives about Ethical Issues in Social Networking.” Journal of Research on Technology in Education 42 (1): 1–28. doi:10.1080/15391523.2009.10782539.
   Google Scholar
• Gadamer, H.-G. 2004/1975. Truth and Method. London, New York: Continuum.
   Google Scholar
• Gallavara, G. E., H. M. Kajaste, E. Lindesjöö, C. Sølvhjelm, A. K. Sørskår, and M. Sedigh Zadeh. 2008. Common Framework – Different Approaches to Learning Outcomes in the Nordic Countries. https://files.eric.ed.gov/fulltext/ED542061.pdf ENQA (European Association for Quality Assurance in Higher Education)
   Google Scholar
• Gravett, S., J. De Beer, R. Odendaal Kroohn, and K. K. Merseth. 2017. “The Affordances of Case-based Teaching for the Professional Learning of Student-teachers.” Journal of Curriculum Studies 49 (3): 369–390. doi:10.1080/00220272.2016.1149224.
   Web of Science ®Google Scholar
• Greeno, J. G. 1997. “On Claims that Answer the Wrong Questions.” Educational Researcher 26 (1): 5–17.
   Google Scholar
• Hammerness, K., L. Darling-Hammond, and L. Shulman. 2002. “Toward Expert Thinking: How Curriculum Case Writing Prompts the Development of Theory-based Professional Knowledge in Student Teachers.” Teaching Education 13 (2): 219–243. doi:10.1080/1047621022000007594.
   Google Scholar
• Harrington, H. 1995. “Fostering Reasoned Decisions: Case-based Pedagogy and the Professional Development of Teachers.” Teaching and Teacher Education 11 (3): 203–214. doi:10.1016/0742-051X(94)00027-4.
   Web of Science ®Google Scholar
• Hatch, A. 2002. Doing Qualitative Research in Education Settings. New York: State University of New York Press.
   Google Scholar
• Heitzmann, R. 2008. “Case Study Instruction in Teacher Education: Opportunity to Develop Students’ Critical Thinking, School Smarts and Decision Making.” Education 128 (4): 523–542.
   Google Scholar
• Helseth, I. A., S. E. Lid, E. Kristiansen, E. Fetscher, H. J. Karlsen, K. J. Skeidsvoll, and K. S. Wiggen. 2019. “Kvalitet I Praksis – Utfordringer Og Muligheter. ⌠quality in Practice – Challenges and Possibilities; in Norwegian⌡NOKUT-rapport 16 2019.” Retreived: 140520 from https://www.nokut.no/globalassets/nokut/rapporter/ua/2019/kvalitet-i-praksis-utfordringer-og-muligheter_16-2019.pdf
   Google Scholar
• Hermansen, H., and S. Mausethagen. 2016. “Når Kunnskap Blir Styrende: Læreres Rekontekstualisering Av Nye Kunnskapsformer. ⌠when Theoretical Aspects are Steering: Teachers’ Recontextualization of New Knowledge; in Norwegian⌡.” Acta Didactica 10 (2): 92–107. doi:10.5617/adno.2467.
   Google Scholar
• Hoban, G. 2005. “The Missing Link in Teacher Education Design – Developing a Multi-linked.” In Design – Developing a Multi-linked Conceptual Framework, 1–17. Dordrecht: Spinger.
   Google Scholar
• Kelchtermans, G. 2009. “Who I Am in How I Teach Is the Message: Self-understanding, Vulnerability and Reflection.” Teachers and Teaching: Theory and Practice 15 (2): 257–272. doi:10.1080/13540600902875332.
   Web of Science ®Google Scholar
• Kelchtermans, G., and K. Ballet. 2002. “The Micro Politics of Teacher Induction. A Narrative-biographical Study on Teacher Socialization.” Teaching and Teacher Education 18 (1): 105–120. doi:10.1016/S0742-051X(01)00053-1.
   Web of Science ®Google Scholar
• Kitzinger, J., and R. S. Barbour. 2001. “Introduction: The Challenge and Promise of Focus Groups.” In Developing Focus Groups Research: Politics, Theory and Practice, edited by R. S. Barbour and J. Kitzinger, 1–20. London: Sage.
   Google Scholar
• Korthagen, F. 2010. “How Teacher Education Can Make a Difference.” Journal of Education for Teaching 36 (4): 407–423. doi:10.1080/02607476.2010.513854.
   Web of Science ®Google Scholar
• Korthagen, F. 2011. “Making Teacher Education Relevant for Practice: The Pedagogy of Realistic Teacher Education.” Orbic Scholae 5 (2): 31–50. doi:10.14712/23363177.2018.99.
   Google Scholar
• Kvale, S. 2005. “Om Tolkningen Av Kvalitative Forskningsintervju ⌠interpreting Qualitative Research Interviews; in Norwegian⌡ Nordisk Pedagogikk.” 1: 1–14.
   Google Scholar
• Kvale, S. 2006. “Qualitative Inquiry between Scientific Evidentialism, Ethical Subjectivism and the Free Market.” Tidsskrift for Center for Kvalitativ Metodeutvikling 40: 5–18.
   Google Scholar
• Kvernbekk, T. 2012. “Argumentation in Theory and Practice: Gap or Equilibrium?” Informal Logic 32 (3): 288–305. doi:10.22329/il.v32i3.3534.
   Web of Science ®Google Scholar
• Lave, J. 1996. “Teaching as Learning in Practice.” Mind, Culture and Activity 3 (3): 149–164. doi:10.1207/s15327884mca0303_2.
   Google Scholar
• Levin, B. 2002. “Dilemma-based Cases Written by Preservice Elementary Teacher Candidates: An Analysis of Process and Content.” Teaching Education 13 (2): 203–218. doi:10.1080/1047621022000007585.
   Google Scholar
• Liamputtong, P. 2011. Focus Group Methodology: Principle and Practice. London: SAGE Publishers.
   Google Scholar
• Lloyd, A. 2010. “Framing Information Literacy as Information Practice: Site Ontology and Practice Theory.” Journal of Documentation 66 (2): 245–258. doi:10.1108/00220411011023643.
   Web of Science ®Google Scholar
• Lortie, D. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
   Google Scholar
• Loughran, J. 2006. Developing a Pedagogy of Teacher Education. New York: Routledge.
   Google Scholar
• Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283. doi:10.1177/0022487114533386.
   Web of Science ®Google Scholar
• Merseth, K. K. 1996. “Cases and Case Methods in Teacher Education.” In Handbook of Research on Teacher Education. Vol. 2, edited by J. Sikula, 722–744. doi:10.1016/0742-051x(93)90044-h.
   Google Scholar
• North, C., and A. Brookes. 2017. “Case-based Teaching of Fatal Incidents in Outdoor Education Teacher Preparation Courses.” Journal of Adventure Education and Outdoor Learning 17 (3): 191–202. doi:10.1080/14729679.2017.1308873.
   Web of Science ®Google Scholar
• Parker, A., and J. Tritter. 2006. “Focus Group Method and Methodology: Current Practice and Recent Debate.” International Journal of Research & Method in Education 29 (1): 23–37. doi:10.1080/01406720500537304.
   Google Scholar
• Puri, S. 2020. “Effective Learning through the Case Method.” Innovations in Education and Teaching International. doi:10.1016/S0742-051X(01)00053-11-11.
   Web of Science ®Google Scholar
• Putnam, R. T., and H. Borko. 2000. “What Do New Views of Knowledge and Thinking Have.” Educational Researcher, 29, 1, 4-15.
   Google Scholar
• Resnic, L. B. 1987. Learning to Think. Washington: National Academy Press.
   Google Scholar
• Sato, M., and C. Rogers. 2010. Case Methods in Teacher Education. Oxford: Elsevier.
   Google Scholar
• Shulman, L. S. 1998. “Theory, Practice, and the Education of Professionals.” The Elementary School Journal 98 (5): 511–526. doi:10.1086/461912.
   Web of Science ®Google Scholar
• Shulman, L. S. 2004. The Wisdom of Practice. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Strangeways, A., and L. H. Papatraianou. 2016. “Case-Based Learning for Classroom Ready Teachers: Addressing the Theory Practice Disjunction through Narrative Pedagogy.” Australian Journal of Teacher Education 41 (9): 117–133. doi:10.14221/ajte.2016v41n9.7.
   Web of Science ®Google Scholar
• Tripp, D. 2012. Critical Incidents in Teaching. Developing Professional Judgement. London: Routledge.
   Google Scholar
• Ulvik, M., H. M. K. Eide, L. Eide, I. Helleve, V. S. Jensen, K. Ludvigsen, D. Roness, and L. P. S. Torjussen. 2020. “Teacher Educators Reflecting on Case-based Teaching – A Collective Case-study.” Professional Development in Education 1–15. doi:10.1080/19415257.2020.1712615.
   Web of Science ®Google Scholar
• Wiggen, S. K., K. F. Øygarden, P. Bakken, and L. F. Pedersen. 2020. “Studiebarometeret 2019: Hovedtendenser.” ⌠The study barometer – main tendencies; in Norwegian⌡ NOKUTs Studiebarometeret: Rapport 1–2020). Retrieved from https://www.nokut.no/globalassets/studiebarometeret/2020/hoyere-utdanning/studiebarometeret-2019_hovedtendenser_1-2020.pdf
   Google Scholar
• Zeichner, K. 2010. “Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Education.” Journal of Teacher Education 61 (1–2): 89–99. doi:10.1177/0022487109347671.
   Web of Science ®Google Scholar