29.050 - Engaging Beginning Teachers in Classroom Management: A Discussion on Case Analysis

Session Type: Symposium

Abstract

This symposium presents the purpose and rationale of case-based learning in the area of classroom management and case analysis as an approach for teacher learning. A description and classification of classroom management cases (Quek, 2009), and their unique characteristics will be explored using our proposed working model. A systematic process of analysing such cases called Case Analysis of Classroom Cases (CACC), was developed. It was used to engage beginning teachers in case analysis during a professional development course on classroom management. A total of six cases, from different subject areas were used in the course. Feedback from course facilitators regarding the suitability and usefulness of the CACC approach was collected and will be shared in the session.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chair

• Choon Lang Quek, Nanyang Technological University

Papers

• Conceptual and Theoretical Underpinnings of Case Analysis - Choon Lang Quek, Nanyang Technological University

• Characteristics of Classroom Cases - Angela Foong Lin Wong, National Institute of Education - Nanyang Technological University

• Using Case Analysis in a Classroom Management Professional Development Course - Siew Lian Chua, National Institute of Education - Nanyang Technological University

Discussant

• Gavin W. Fulmer, National Institute of Education - Nanyang Technological University