Revealing the Mysteries of Teacher-Written Cases: Opening the Black Box

Abstract

This article examines one way to develop teacher-written cases with commentaries that can foster learning for both their writers and subsequent readers. The method requires collaborative exchanges among teachers, scholars, and researchers and often numerous iterations of the original narratives. I trace the development of four sample cases from their original drafts to their final published accounts. In the analysis propose four stages in the evolution of a case and frame the discussion of what was learned about collaborative case writing within those individual stages.