Instructional cases: Learning from the dilemmas of practicing teachers

Abstract

Based on Shulman's (1991) model, one elementary and two secondary teachers from The Roeper School for gifted students present instructional dilemmas that exemplify the complex nature of teaching. A description of the model and process of case writing establishes the context. Each teacher‐authored case is followed by expert commentaries from within and outside the field of gifted education. The commentaries serve to extend our thinking about the dilemmas embedded in each case and raise questions for further reflection. The editors welcome correspondence on the potential usefulness of instructional cases and commentaries for supporting reflective practice among pre‐service and practicing teachers of the gifted and encouraging dialogue among practitioners and researchers in gifted education and in the subject matter fields.