Influence of Case-Based Instruction on Pre-Service Teachers’ Decision-Making Skills
Dr Leanne R. Ketterlin-Geller, Jan McCoy, Josh Geller.
Situated learning through case-based reasoning provides an opportunity to apply theoretical principles of pedagogy to real life cases. Students are engaged in learning through analysis and guided discussions of context-rich problem sets (Merseth, 1996). These reactions and exchanges provide students with opportunities to reflectively apply their growing theoretical knowledge to practical situations and develop problem-solving and decision-making skills (Harrington, 1995). Group case analyses also provide a unique opportunity to collectively examine classroom dilemmas and unfamiliar situations seldom available to students during isolated, individualized student teaching experiences. This paper presents findings from a study examining the effects of video case analysis on the instructional decision-making skills of pre-service middle/secondary education students.
Using a quasi-experimental pre-post test design, we investigated the ability of pre-service teachers to integrate emerging knowledge of instructional strategies and techniques with current curricular constraints and assessment systems. Participants in the treatment group engaged in guided discussions about videotaped vignettes of real life classroom instructional sequences. Each problem-solving scenario provided students with an opportunity to apply their knowledge of educational theories to a new situation. Results indicate that the video case vignettes helped members of the treatment group apply theoretical knowledge to instructional decision-making. These findings suggest that case-based pedagogical practices may offer significant benefits to pre-service teachers as they struggle to develop problem-solving and decision-making skills. Implementing this methodology in teacher education programs has the potential to substantively enhance instructional outcomes of pre-service teachers.
Dr Leanne R. Ketterlin-Geller (United States)
University of Oregon
Dr. Leanne Ketterlin Geller is the Director of Research Projects with Behavioral Research and Teaching at the University of Oregon. Her research interests include large-scale assessment, supports for diverse learners, and teacher preparation.
Jan McCoy (United States)
Josh Geller (United States)
(30 min. Conference Paper, English)