Abstract
This paper summarizes the current knowledge of case studies, which are used for teaching, not for research purposes. The author states that in the Czech Republic, case studies are used by universities for teaching in a number of fields of study but only minimally in education of future teachers.
At first the concept of the instructional case study is defined, then its function and possible types of them are characterized. Then, in greater detail, the structural components of the instructional case study are analyzed and illustrated with a concrete examples.
The general explanation is supplemented by examples of case studies that are used (especially in the US) for teaching psychology for future teachers and psychologists. An integral part of a good instructional case study is a teaching note.
Therefore the explanation gets closer to its structure as well. Experience from abroad shows that instructional case studies may not be created by teachers only, but (under teacher's supervision) by students as well.
In the conclusion of the study both the advantages and disadvantages of the case studies are summarized as well. It is essential that general concepts and general regularities of the instructional case studies are put in concrete terms, and students of universities may learn about various problems that await them in practice and also acquire professional way of thinking leading to informed decisions.