Optimizing Case-Based Instruction in Teacher Education: The Impact of Situating the Reader (Poster 24)

• In Event: AERA Poster Session Eleven
  In Poster Session: Teacher Education and Case-Based Instruction

Abstract

Opportunities to become immersed in a classroom, while among the most valuable, are limited in initial teacher education. Within university settings, case-based instruction (CBI) can approximate teaching contexts and dilemmas—eliciting real-time thinking and decision-making. In this study, we experimentally examined preservice teachers’ (N= 43) recall of case details under two CBI conditions—reader-situated (“You planned a unit …”) vs. teacher-situated (“Ms. Ward planned a unit …”). Contrary to expectations, we found that preservice teachers who read the teacher-situated case recalled more accurate details, remained neutral to case actions less often, and had less cognitive load than did preservice teachers who read the reader-situated case. We offer potential explanations for these results and discuss implications for the design of cases.

Authors

• Kira J. Carbonneau, Washington State University
  Presenting Author

• Dustin Sonny James Van Orman, Western Washington University
  Presenting Author

• Chad M. Gotch, Washington State University
  Presenting Author

• Shenghai Dai, Washington State University
  Presenting Author

• Sarah Newcomer, Washington State University - Tri-Cities
  Presenting Author