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The case method as seen from different pedagogical perspectives
University West, Department of Economics and IT, Division of Business Administration.
2007 (English)In: International Journal of Case Method Research & Application, ISSN 1554-7752, Vol. XIX, no 1, p. 10-16Article in journal (Other academic) Published
Abstract [en]

When arguing for the validity of the case method, its proponents have to a large extent relied on general beliefs in "activity pedagogy" or the benefits of creating reasonably realistic replicas of actual situations. The evidence for this has often been either based on relatively limited examples or was more or less anecdotal. Attempts to put the method in a pedagogical and theoretical perspective have been relatively rare. This is not surprising in itself, since pedagogy as praxis of teaching and pedagogy as academic discipline often have had rather little in common. In Sweden, education research and teacher training have traditionally been performed at different institutions. The author believes that it is necessary to put the claims of the case method in relation to different views on learning and knowledge, in order to gain more academic acceptance for the method and its practitioners. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis and status of the case method and its practitioners could benefit from a firmer grounding in the pedagogical perspectives of today.

Place, publisher, year, edition, pages
Needham: World Association for Case Method Research & Application (W A C R A) , 2007. Vol. XIX, no 1, p. 10-16
Keyword [en]
Pedagogical perspectives, case teaching, learning, knowledge
National Category
Business Administration
Research subject
SOCIAL SCIENCE, Business administration
Identifiers
URN: urn:nbn:se:hv:diva-3049OAI: oai:DiVA.org:hv-3049DiVA, id: diva2:390609
Available from: 2011-01-22 Created: 2011-01-22 Last updated: 2012-01-04Bibliographically approved

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