Cases in Teacher Education: Beyond Reflection into Practice

Autor/inn/en	Malkani, Joanne M.; Allen, James D.
Titel	Cases in Teacher Education: Beyond Reflection into Practice
Quelle	(2005), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Case Studies; Preservice Teachers; Teaching Methods; Theory Practice Relationship; Reflective Teaching; Longitudinal Studies; Teacher Surveys; Student Teachers; Comparative Analysis + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	A major reason for the use of cases in teacher education is based on the assumption that preservice teachers, via discussion of cases, will reflect on how educational theory can inform practice and when these students enter the classroom they will be better prepared for the realities of the classroom and will critically analyze their practices to improve students' learning by applying sound theories to classroom situations. Research supports that preservice teachers do become more reflective about teaching and classroom issues when exposed to cases (Allen, 1994; Lundberg, Levin & Harrington, 1999; Moje & Wade, 1997). However, it is unclear if students exposed to cases behave differently once they enter the classroom than those students not exposed to cases. In our use of cases to develop good reflective-practitioners, we seem successful in the "reflective" part, but do cases have enough "staying power" to also be successful in developing the "practitioner" part? That is the purpose of this study. This study investigated the longitudinal effects of using case studies (compared to another reflective learning activity and traditional instruction) in an undergraduate educational psychology course on the subsequent student-teaching practices of preservice teachers. Eighty-two students and their cooperating and supervising teachers were surveyed regarding the student-teachers' levels of reflection-in-practice during their student-teaching experience. Both qualitative and quantitative data were analyzed from 261 surveys. Findings indicate that students from case study and reflective journal groups demonstrated more reflective-practitioner qualities than students from the traditional lecture group. The following are appended: (1) Student Teaching Survey; (2) Responses to Question 1 based on Student Teacher Surveys; (3) Summary for Question 1; (4) Responses to Question 4 based on Student Teacher Surveys; (5) Summary for Question 4 based on Student Teacher Surveys; (6) Responses to Question 5 based on Student Teacher Surveys; (7) Summary for Question 5 based on Student Teacher Surveys; and (8) Comparisons between ST-CT-SupT for Questions #1, #4, #5. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10