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Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Transformative Learning Process of One Teacher.
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- Author(s): Gilbert, Jaesook L.
- Language:
English- Publication Date:
2003- Document Type:
Reports - Research
Speeches/Meeting Papers - Language:
- Additional Information
- Peer Reviewed: N
- Source: 15
- Subject Terms:
- Subject Terms:
- Abstract: This study describes how one university instructor incorporated case method instruction (CMI) into a graduate course to help her students grasp the concept of family centeredness and working with all families as partners. Two major hurdles she faced were the accepted traditional teacher roles and traditional passive student roles in the classroom. She was so embedded in the traditional teacher role and the status quo of teacher-student relationships that she could not envision new teacher and student roles and co-learner relationships occurring in her classroom. She found that her old teaching principles and habits persisted and she wanted to keep some semblance of control as the instructor. She also realized how CMI was helping her grow as a teacher by challenging her to change her ways and what came easy for her. She was concerned over the discontinuity between what was taught in preservice education and what occurred in the real world. When she implemented CMI and reviewed videotapes of her CMI session, she was amazed to see the level of student engagement and how quickly so much time had been used. She felt transformed after her CMI session and believed her students were transformed in their ability to see others' perspectives and their readiness to deal with the unpredictable, complicated lives of students and their families. (Contains 23 references.) (SM)
- Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).
- Journal Code: RIEAPR2004
- Publication Date: 2004
- Accession Number: ED479643
- Peer Reviewed:
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