Cultivating Equity-Focused Professional Vision: Case-Based Pedagogy in Preservice Teacher Education

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Cultivating Equity-Focused Pedagogy in Teacher Preparation: Case-Based Learning, Cultural Revitalization, and Technological Integration (Table 7)

Abstract

This study explores case-based pedagogy's impact on developing equity-focused professional vision in preservice teachers. Using an interpretivist approach, we implemented an online case-based exercise in an educational foundations course. Forty-three undergraduate students participated over two semesters. Data from written responses and reflections were analyzed thematically. Four themes emerged: expanding perspectives on educational complexities, bridging theory and practice, developing multi-faceted approaches to equity issues, and cultivating professional courage and responsibility. Findings suggest that case-based pedagogy, particularly when incorporating diverse historical and contemporary perspectives through role-play exercises, can enhance preservice teachers’ abilities to notice and interpret sociocultural and equity issues in schools. This approach shows promise in preparing future educators to address complex classroom realities and contribute to more equitable educational practices.

Authors

• David E. Bair, Grand Valley State University

• Mary Antony Bair, Grand Valley State University