Research-based principles for case-based learning for teachers' professional development

Case-based learning (CBL) has grown to be an important pedagogical approach in teacher education. While it has gained much research attention, questions about CBL research in teacher education remain largely unexplored. Based on our understanding, there is no current systematic review on the integration of CBL in teacher education. We argue that without a systemic understanding of the current CBL research conducted in the context of teacher education, we may be susceptible to failed attempts or ineffective integration of CBL, leading to unproductive and questionable outcomes. This manuscript describes an exploratory attempt through a review of relevant literature to understand how CBL has been used in teacher education. Several principles for CBL emerged through our synthesis and we have also attempted to make recommendations for future research.