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In the current climate of economic rationalism, universities continue to grapple with the need for innovative and flexible modes of delivering their programs. One such method that both problematises and contextualises the content of teacher education programs is the use of cases. This
article provides a brief overview of the literature on cases, focusing on their definition, evolution, characteristics, benefits and relevance for teacher education. A sample case with case-specific and topic questions is also provided.
Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.