Bringing a ‘Whole Adolescent‘ perspective to secondary teacher education: A case study of the use of an adolescent case study

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Abstract

An on-going challenge in teacher education programs is how best to support new teachers in connecting their university coursework with their professional identity development and pedagogical practice in the schools. The reading and writing of case studies is one promising strategy teacher educators have explored as a means of assisting teachers in developing and cultivating a self-reflective, theory and practice reflexive, style of learning in the teacher education classroom and beyond. In the present paper, I present a case study of my own journey as a developmental and educational psychologist responsible for co-teaching a secondary teacher education course called "Adolescent Development for Teachers", in which having student-teachers research and write-up a case study of a single adolescent became the focus of the course and our pedagogy. I describe events that brought about the use of the case study in the course, the influence the use of the case study had on myself as an instructor as well as the students, and what students say are the educational benefits and difficulties of completing the adolescent case study. Implications for infusing a developmental focus into teacher education programs are discussed.

Original languageEnglish (US)
Pages (from-to)155-178
Number of pages24
JournalInternational Journal of Phytoremediation
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2002

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teacher education
secondary education
teachers
Education
education
case studies
student
Students
students
education programs
youth development
teaching
Teaching
learning

All Science Journal Classification (ASJC) codes

  • Environmental Chemistry
  • Pollution
  • Plant Science

Cite this

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