Case-Based Instruction in Teacher Education: The Learning Impact of Situating the Reader and Stating Student Learning Objectives

• In Event: Enhancing Teacher and Student Outcomes Through Problem-Based Approaches

Abstract

Opportunities for classroom immersion are limited in teacher education. Case-based instruction (CBI) approximates teaching contexts and dilemmas, eliciting real-time decision-making. In two studies, we examined preservice teachers’ applying theories to classroom cases. Study One participants (N = 42) were randomly assigned to two CBI conditions, reader- vs. teacher-situated (“You vs. Ms. Ward planned…” ). In Study Two (N = 66), case learning objectives placements were manipulated, explicitly stated prior vs. implicitly integrated within. Results indicate 1) participants who read the teacher-situated case were better able to apply learning theories and had less cognitive load than did the reader-situated case participants and 2) explicitly stating cases’ learning objectives contributed to superior application only. Explanations and implications for designing cases are offered.

Authors

• Kira J. Carbonneau, Washington State University

• Emma Minke McMain, University of Arkansas

• Yuliya Ardasheva, Washington State University - Tri Cities

• Dustin Sonny James Van Orman, Western Washington University

• Shenghai Dai, Washington State University

• Chad M. Gotch, Washington State University

• Sarah L. Newcomer, Washington State University - Tri-Cities