Abstract
This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.
Highlights
This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario
The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how we used self-study and case methodology to reflect on our partnership
The Faculty of Education at Brock University University and the Ontario College of Teachers became a network for faculty members and Ontario College of Teachers staff to exchange views and strategies related to case study pedagogy (Shulman, 1992; DarlingHammond, 2006)
Summary
As authors of this paper we each reflected on the process of our partnership from its inception, to the culminating event of the case study institute at the Faculty of Education, to the reflection of the data received from participants of the institute. Our reinterpretation of the critical events that took place in the process of our partnership of the case study institute aided in building future relationships between the faculty and self-regulatory body.
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