Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course
Sungwon Shin, Department of Educational Psychology and Leadership, United States ; Thomas A. Brush, Department of Instructional Systems Technology, United States ; John W. Saye, Department of Curriculum and Teaching, United States
TATE Volume 78, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The purpose of this case study was to gain insight into pre-service teachers' and an instructor's perceptions and experiences on their uses of technology-enhanced cases in a teaching methods course. Findings demonstrate two different reactions from pre-service teachers. The majority of them valued case discussions with co-construction of knowledge as useful and meaningful, but a few also perceived the cases as meaningless and disengaged from the discussions. The study also provides insight into how the instructor's case-based instruction mediated such differences and used the cases as a means of closing the gap between the methods course and field experience.
Shin, S., Brush, T.A. & Saye, J.W. (2019). Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course. Teaching and Teacher Education: An International Journal of Research and Studies, 78(1), 151-164. Elsevier Ltd.