Research on teaching cases: an integrative review

• Autor(a) principal: Calil, Ana Maria Gimenes Corrêa
• Data de Publicação: 2021
• Outros Autores: Almeida, Patrícia Albieri de, Tinti, Douglas da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/27248
• topic: Casos de ensino; Formação de professores; Revisão integrativa; Casos de enseñanza; Formación del profesorado; Revisión integradora; Teaching cases; Teacher training; Integrative review

This text presents a balance of the trends and characteristics of the productions on teaching cases based on research conducted in Brazil in the period ranging from 2000 to 2020. Work presented at Anped's annual meetings, the dissertations and theses available on the Digital Theses and Dissertations Library, and the articles available on the SciELO and Educ@ websites were used as the corpus-based analysis. The small number of productions in two decades stands out in review findings. Teaching cases are used in research as a training device, as a research tool, or for both purposes, which represents the majority. There was a concentration of studies with teachers of early childhood education, of the early years, of the area of mathematics, and of those working with students with disabilities. Studies are still incipient in other segments, modalities, and areas of knowledge. The main contributions made by using teaching cases concern the knowledge set into motion by their use and the role of reflection in the analysis of the narratives. The study highlights the importance of a research agenda on teaching cases in teacher education that can offer initial and continuing teacher education programs, not only the elements of case-based pedagogy, but, above all, a deeper understanding of the process of learning to teach.