The Case for Education: Contemporary Approaches for Using Case Methods
Colbert, J., Trimble, K. y Desberg, P. (1996)

Preface

Why is there a growing interest in using case methods in teacher educa- tion? We think this question can be answered with one word: context. Authen- ticity enhances the effectiveness of cases by adding context to theory. In all cases (sic), the overriding concern is to make cases real and to use authentic stories that illustrate key educational theories and bring up issues that are criti- cal to the professional growth of teachers.

Cases represent an interesting paradox in that they are deeply personal, evolving out of an individual's experience, yet objective, in that they are de- signed to train teachers to function effectively in dealing with some of the most difficult problems they may face. This book is intended to deal with this dual- ity. We sought leading case practitioners throughout the country and asked them for a personal account of how they do what they do. In keeping with the flavor of case methodology, one of our aims was to demonstrate the wide vari- ety of case methodology applications. Another aim was to present a wide vari- ety of strategies that other case practitioners could adapt or adopt.

As mentioned above, cases are attractive to educators because of their rich context and personal nature. We tried to reflect that attitude by asking each of our contributors to depart from traditional academic writing styles and make their chapters personal. We asked authors to address the following topics:

. Their personal histories with case methodology . Procedures in using cases
. Original ways in which they use cases
. Their evaluations of case use
. Reflections and conclusions

About two years ago, in the Los Angeles area, several of us formed a Special Interest Group of the California Council for Education of Teachers. At one of our meetings, we discussed the possibility of case users telling their stories of how they use cases in their own local settings. After much discussion, we real- ized that there were some people around the country who are very active case users. Their tales of success and failure would be very compelling for potential and experienced case users alike. We contacted many of the leaders in this field and the result is this volume.

This book is the culmination of a journey that began in 1985. It was in 1985 that Joel Colbert first came to know Judy Shulman. He was working in the Los Angeles Unified School District and she was at Far West Labs, pioneering the use of case studies for teacher training. She proposed that they edit a book of cases written by a group of mentor teachers in Los Angeles. Thus began an interest in developing case studies in teacher education. Throughout Joel's in-

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