Student-Authored Case Studies as a Reflective Component of Teacher Education


  • Kevin Andrew Rosse-Richards Purdue University
  • Michael A. Hemphill College of Charleston
  • Wesley J. Wilson Oregon State University


health and physical education teacher education, field experiences, reflection


Field experiences are often conceptualized as integral to teacher education programming. However, there are often inconsistencies between the beliefs and values espoused in teacher education and those pre-service teachers encounter in schools that they must navigate to be successful. Among other strategies, writing case studies about their experiences may help pre-service teachers critically reflect on their time in schools. To illustrate the utility of student-authored case studies, data are presented from an investigation involving students in a teacher education seminar course. Results indicate that students believed they benefited from the structure of the writing assignment and thought that writing case studies helped them to prepare more completely for issues they would face in their future careers. A case study written by a student teacher is also presented and discussed. Finally, strategies for introducing and implementing student-authored case studies in PE teacher education programs are examined.

Author Biographies

Kevin Andrew Rosse-Richards, Purdue University

Graduate Teaching Assistant

Department of Health and Kinesiology

Center for Instructional Excellence

Purdue University

Michael A. Hemphill, College of Charleston

Assistant Professor

Department of Health and Human Performance

College of Charleston

Wesley J. Wilson, Oregon State University

Graduate Teaching Assistant

Exercise and Sport

Oregon State University