Abstract:

The Case Method is an educative proposal of constructivist approach that allows the development of complex learning in students through the analysis and resolution of a relevant social problem.
In this paper we explain the use of the Case Method as a strategy to train teachers, which was part of a bimodal workshop in which university teachers of different backgrounds, experiences and interests build electronic portfolios to reflect on their practice and to improve it.
For this purpose we designed a hypothetical case about a critical incident experienced by a teacher, the resolution requested showed the teachers’ didactic competences and improved their reflexive competence.
By competences, we mean the capacities to use cognitive resources (such as knowledge, attitudes and thinking patterns) on the teacher’s part to face a specific type of problematic teaching situation with actions adjusted to its solution.
With a previous theoretical preparation and with questions used as a guide for the analysis, teachers carried out suggestions and proposed practical strategies to solve the issue raised by the case, using, on one hand, the competences of didactic sequencing like the organization of group work and, on the other hand, the development of reflection about the conscience of one’s performance in order to fulfill the objectives.
The solutions given to the case were presented and shared through a forum of work in an online learning environment. The evidences are analyzed and discussed through the model of competences that supports the elaboration of portfolios.

Keywords:

Case Method, didactic competences, online learning environment.