Search results for: Whitehouse Pamela

This study examined the problem-solving skills of preservice teachers through the use of an online video case with question prompts. This research was a three-level video presentation by two-grade-level between subjects factorial design. The findings indicate that, although the participants drew from at least one teaching knowledge component at any stage of the problem-solving process, they rarely used their content knowledge. The authors provided explanations for preservice teachers’ ability to use their teaching knowledge in video-based problem solving. In addition, the results reveal that the elementary education majors generated pedagogical and content solutions at a higher level than the secondary education counterparts.