Increasingly, case-based pedagogy is being advocated as an effective method for preparing preservice teachers for the context complexity of classrooms. The specific foci for cases, in both their construction and implementation, are viewed in a variety of ways. In this paper, we propose a dialogical model for connecting theory to practice by conceiving of cases as problems that initiate shared inquiry. Shared inquiry, dialogue, provides us with opportunities to acknowledge and address the theory and value-ladenness of experience; doing so allows us to transcend the limitations of our own experience and to generate better solutions for all of the students in our care.
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Harrington et al. (1992) studied this question.