Abstract
Abstract This study investigates the potential of teaching cases as a reflection tool in the process of professional development of beginning literacy teachers. The research has a qualitative nature with a research-intervention design. A total of six beginning literacy teachers took part in the study, and data collection occurred in three moments: an initial discussion group, five training meetings, and a final discussion group. The teaching cases proved to be a training tool with significant potential for the teachers’ improvement, since they provided a reflection movement on the practice and structuring of new professional knowledge to the participants, among other aspects.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
