Developing Preservice Teachers' Instructional Design Skills through Case-Based Instruction: Examining the Impact of Discussion Format

Autor/inn/en	Koehler, Adrie A.; Ertmer, Peggy A.; Newby, Timothy J.
Titel	Developing Preservice Teachers' Instructional Design Skills through Case-Based Instruction: Examining the Impact of Discussion Format
Quelle	In: Journal of Teacher Education, 70 (2019) 4, S.319-334 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118755701
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Instructional Design; Teaching Skills; Skill Development; Case Method (Teaching Technique); Problem Solving; Classroom Communication; Facilitators (Individuals); Undergraduate Students; Lesson Plans; Student Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Case method; Fallmethode; Problemlösen; Klassengespräch; Lesson planning; Unterrichtsplanung; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners' problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers' problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers' problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01