The Use of Case-Based Learning in the Development of Student Teachers’ Levels of Moral Reasoning
From Section:
Instruction in Teacher Training
Published:
Jul. 10, 2014
Source: European Journal of Teacher Education, Volume 37, Issue 3, pages 312-330, 2014
This article examines the integration of context-specific moral development interventions within a four-year undergraduate teacher education programme in Ireland.
The intervention strategy employed a case-based pedagogical approach where 123 participants explored and discussed classroom scenarios to prepare them for a six-week school-based placement.
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: Oct. 25, 2019
Link to Item: http://education.eng.macam.ac.il/article/4114