Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship

Autor/inn/en	Koehler, Adrie A.; Ertmer, Peggy A.; Newby, Timothy J.
Titel	Discussion Facilitation Strategies and Design Skill Development: Examining the Relationship
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 15 (2021) 1, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koehler, Adrie A.) ORCID (Ertmer, Peggy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Case Method (Teaching Technique); Problem Based Learning; Preservice Teacher Education; Discussion; Facilitators (Individuals); Preservice Teachers; Instructional Design; Skill Development; Prompting; Student Attitudes; Problem Solving; Undergraduate Students; Lesson Plans + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Problem-based learning; Problemorientiertes Lernen; Lehramtsstudiengang; Lehrerausbildung; Diskussion; Lesson concept; Lessonplan; Unterrichtsentwurf; Kompetenzentwicklung; Qualifikationsentwicklung; Benutzerführung; Schülerverhalten; Problemlösen; Lesson planning; Unterrichtsplanung
Abstract	Case-based instruction (CBI) provides a way to vicariously engage preservice teachers in their future teaching realities. However, little research has considered how different discussion facilitation strategies relate to the development of preservice teachers' instructional design (ID) skills. We used an embedded mixed methods case study research design to compare differences in how preservice teachers approached the ID process when engaged in one of two strategies: discussions guided by pre-constructed prompts and a facilitator and discussions guided by pre-constructed prompts only. Findings revealed that preservice teachers who participated in discussions guided by a facilitator analyzed case problems more deeply, as they identified more sources of inspiration to guide their design choices; considered learner, environmental, and content characteristics more often; and reported spending more time understanding case problems. While most preservice teachers believed they could apply what they learned from participating in CBI to their future profession, preservice teachers receiving prompts only were more positive about the discussion aspect of CBI. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; Web site: https://scholarworks.iu.edu/journals/index.php/ijpbl/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01