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Limitations of the Case Study Approach to Pedagogical Ethics Education
The ethical education of teachers is an important element of their professional preparation. Despite this, ethical issues are given little time in many teacher education programs. This reality has given the methods that ethics instructors use a particular level of importance. One common method is the case study approach, prominently embodied by Strike and Soltis' The Ethics of Teaching. This paper will argue that this approach fails to address the crucial capacity of practical ethical reasoning and that Strike's theoretical justification of the case study approach is too cautious.