Supporting Culturally Responsive Teacher Candidates Through Case-Based Learning

• In Event: Teacher Education: Supporting Teachers

Abstract

This study examined how, if at all, case-based learning (CBL) in an online environment facilitated preservice teachers’ culturally responsive teaching (CRT) outcome expectations. Participants (n = 19) engaged in CBL readings and reflective writing throughout their participation in a “Diverse Learners in Inclusive Settings” course. Results from qualitative coding and analysis provided insight into how CBL supports preservice teachers’ thinking regarding CRT practices and the interrogation of their own biases. This paper reports on the analysis of written reflections from an initial cohort of participants within the context of a larger study. Practical implications and avenues for future research are also discussed.

Authors

• Jessica Herring Watson, University of Central Arkansas
  Presenting Author

• Donna Wake, University of Central Arkansas
  Presenting Author

• Nykela Jackson, University of Central Arkansas
  Presenting Author