Publisher's Synopsis
Taking a broader perspective than that found in most case methods texts, McAninch provides a theoretical and historical analysis of the use of case studies in teacher education. The author links the concept of "clinical consciousness" in teachers to the levels of consciousness posited by Belenky, and applies Dewey's theories to counter the maladaptive perspectives. She then goes on to review case methods models from other fields and, drawing on Schwab's work, to outline and model appropriate for teacher.
