A nontextual form of case study based on an instructor's own teaching is described. A shared experience between the teacher and students becomes the raw material from which a case is crafted. Instead of giving students descriptions of events they have not experienced, the teacher educator and students recount events they have both experienced—albeit from different perspectives—in a collaborative process that promotes the development of a more complex, reality-based view of teaching. From this experience, it is hoped that students come to view teaching as an object of in quiry that they can analyze and ponder from multiple perspectives.
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