Building Language Educators: The Implications of Case-Based Pedagogy Using Practicum-Based Student-Teacher-Generated Cases for Pre-Service Language Teacher Education

Autor/in	Cournoyer, Amy Beth
Titel	Building Language Educators: The Implications of Case-Based Pedagogy Using Practicum-Based Student-Teacher-Generated Cases for Pre-Service Language Teacher Education
Quelle	(2014), (347 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Boston University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3210-7976-0
Schlagwörter	Hochschulschrift; Dissertation; Language Teachers; Preservice Teacher Education; Observation; Case Studies; Teaching Methods; Second Language Learning; Second Language Instruction; Seminars; Interviews; Audio Equipment; Critical Incidents Method; Case Method (Teaching Technique); Knowledge Base for Teaching; Student Teachers; Barriers; Discussion (Teaching Technique); Teacher Researchers; Methods Courses; Student Teacher Attitudes; Practicums + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Beobachtung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Seminar; Interviewing; Interviewtechnik; Audio-CD; Case method; Fallmethode; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerforschung; Methodisch-didaktische Anleitung; Practicum; Praktikum; Praktika
Abstract	This case study investigated case-based pedagogy using student-teacher-generated cases as an instructional tool in the preparation of 12 pre-service ESL, Bilingual, and Modern Foreign Language teachers enrolled in a Student Teaching Seminar at a post-secondary institution. In the fall methods course, each participant generated a case study based on instructional challenges identified during pre-practicum observations. The instructor-researcher used the case method approach in the analysis of the 12 cases during the spring Student Teaching Seminar. Interviews, audio-taped discussions, pre- and post-case discussion reflection papers and critical incident reports were coded and analyzed. The results of the case study analyses indicate that, overall, case-based pedagogy using student-teacher-generated cases appears to lead to positive effects on participants' teacher knowledge, thinking and praxis. Participant-reported barriers to learning using this approach are presented, and suggestions for future implementations of this approach are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01