Using Case-Based Instruction Strategies in Preparing Preservice Teachers for Classroom Management Research

• In Event: Enhancing Teacher Skills in Classroom Management

Abstract

Many preservice teachers find classroom management theories and concepts too abstract to help address specific problems they encounter in real classrooms. Using case-based instruction strategy for teaching classroom management topics is a common practice to introduce preservice teachers to the contextual complexity of classrooms. This study investigates and compares the effectiveness of adopting two different case-based teaching strategies: face-to-face discussion versus use of gamified-online-case-solving-platform. The results of the study showed that gamified-online-case-solving-platform group scored higher on not only pretest and posttest but also on student perception survey. The study examines and discusses the possible reasons for success of the new method and provides possible implications.

Authors

• Aslihan Unal, Georgia Southern University

• Zafer Unal, University of South Florida - St. Petersburg