Search results for: Case method (teaching technique)
Page 1/1 10 items
This article examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland. Results indicate statistically significant increases in levels of moral reasoning post intervention. This finding suggests that the use of a layered case-based pedagogical strategy provides students with alternative perspectives on their classroom practices and challenges their lay theories.
Updated: May. 01, 2016
The Durability of Professional and Sociomathematical Norms Intentionally Fostered in an Early Pedagogy Course
This study investigated the extent to which the sociomathematical and professional norms intentionally fostered through the use of the video-case curriculum materials in an early mathematics pedagogy course re-emerged in a similar context, but with different cohorts: (a) at the end of the university teacher preparation program and (b) during a professional development session for graduates of the program. This study revealed that the three sociomathematical norms that were introduced in the early pedagogy course—naming and comparing, mathematical argument, and pushing understanding. Four professional norms were also exhibited by both groups, but with more variation. These norms were listening, critical yet respectful norm, tentative stance and evidence.
Updated: Mar. 31, 2014
In this article, the authors explore the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? The authors report three main findings: the interns’ frame of mind toward using video as a tool for reflection changed from closed to more open; observations became more specific, complex and more focused on instruction and student interaction; and the audience for the case influenced what interns paid attention to.
Updated: Feb. 16, 2012
Let’s Make a Movie: Investigating Pre-service Teachers’ Reflections on Using Video-Recorded Role Playing Cases in Turkey
This study explores pre-service teachers’ reflections with regards to the incorporation of their video recordings of classroom memoirs into the CM course. Furthermore, the study examines the potential consequences of this project on their learning and preparation for the profession. The sample included 97 pre-service teachers attending to the College of Technical Education in the West of Turkey. The results suggest that having pre-service teachers develop and analyze video cases can improve motivation, learning, empathy, and the construction of professional identity.
Updated: Nov. 03, 2011
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Updated: Jan. 23, 2011
Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
This paper examines the way student teachers make sense of conceptual tools when writing cases. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students.
Updated: Nov. 29, 2010
The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction
In this mixed-methods, naturalistic study, the authors examine how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that significant learning occurred for all instructional implementation groups with one exception--limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.
Updated: Jan. 12, 2010
Development and Evaluation of A Case-Based Digital Learning Tool about Children's Mathematical Thinking for Elementary School Teachers (L-TEST)
This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers (L-TEST)) that shows children's mathematical thinking for the ages of 4-11 years across certain problem situations. L-TEST is designed as a support tool to be used in teacher education. A case-based instructional model was used in designing the instructional tool.
Updated: May. 25, 2009
The article reports findings from a two-year multi-site, multi-method naturalistic research project. The research examined the use of multimedia case instruction to prepare teachers for teaching students with emotional/behavioral disorders.
Updated: Apr. 20, 2009
Understanding How A Case-Based Assessment Instrument Influences Student Teachers’ Learning Approaches
In the current study, the authors examine student teachers’ learning approaches in the context of case-based assessment. Hereto, they investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The results indicate that the student teachers’ perception of the deep-level demands of the OverAll Test mediates the effect of their beliefs on the adoption of deep approaches to learning.
Updated: Jan. 26, 2009