In this qualitative study, I explore preservice teachers’ perspectives on case study assignments. Students found the case studies a means for connecting theory to practice, since they focused on successful teaching practices. The process of sharing case study responses with classmates was instrumental and deepened students’ understanding of various theoretical concepts. I argue that a systematic inquiry into the process of learning through case studies is needed beyond discussing their effectiveness compared to traditional teaching.
- preservice teachers,
- case study analyses,
- child development
Available at: http://works.bepress.com/zeynep_isikercan/11/