**Case Studies as Unconventional Meanings**

**Case Studies as Unconventional Meanings**

DOI: 10.5772/intechopen.70247

#### Victorița Trif Victorița Trif Additional information is available at the end of the chapter

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Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.70247

#### **Abstract**

The critical exegesis of the epistemology of educational science illustrates various narratives: postmodernist views on educational sciences, links between pedagogy and the politics, dialogs between education and culture, counternarratives, critical pedagogies, etc. These reflect an intellectual space that incorporates various constructions of knowledge: different experiences, fragmentation, transcultural changes, divided borders of educational sciences, conflicts, and unifying themes. This chapter is focused on the Romanian case study in the schools playing a role in developing recent pedagogy. The qualitative research presented in this chapter is based on an investigation conducted from 2014 to 2017 at the University of Bucharest. The target population consists of 300 students in teachers training, and 446 teachers, psychologists, and school counselors who were invited to report case studies on learning topics in accordance with their personal experience. The empirical research aims to explore the Romanian possible identity of case study about learning issues and to discriminate the qualitative features of the data collected. The results are considered mentalistic structures of a case study. In these structures are included learning strategies, life styles, learning styles, teaching styles, communication styles, level of rationale involved in case studies as storytelling, and remarkable' patterns of social network from the classroom.

**Keywords:** case studies, qualitative research, best practices, communication, classroom management
