Case-Based Methodology as an Instructional Strategy for Understanding Diversity: Preservice Teachers' Perceptions

Autor/inn/en	Butler, Malcolm B.; Lee, Seungyoun; Tippins, Deborah J.
Titel	Case-Based Methodology as an Instructional Strategy for Understanding Diversity: Preservice Teachers' Perceptions
Quelle	In: Multicultural Education, 13 (2006) 3, S.20-26 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Educational Strategies; Problem Solving; Preservice Teachers; Case Method (Teaching Technique); Decision Making; Reflective Teaching; Educational Theories; Teacher Improvement; Learning Strategies; Thinking Skills; Teaching Methods; Student Diversity; Cultural Awareness; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrstrategie; Problemlösen; Case method; Fallmethode; Decision-making; Entscheidungsfindung; Educational theory; Theory of education; Bildungstheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität
Abstract	Case-based pedagogy focuses on teachers' problem solving, decision making, reflective practices and their own personalized theory about teaching and learning. Research has shown that case-based pedagogy enables teachers to improve their actions in teaching and learning from multiple perspectives, reflective thinking, active participation and motivation for learning, and intellectual strategies. Through case-based pedagogy, preservice teachers can learn the essence of educational dilemmas, seek the most appropriate solution in a given and informed context, assess the results of problem solving, and reflect on meaning. In this sense, cases mediate teachers' higher order thinking by applying and modifying the theories and practice in education. In this article, the author investigates preservice teachers' perceptions of case-based pedagogy as an instructional strategy for understanding diversity. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10