Examining Preservice Teachers Classroom Management Decisions in Three Case-Based Teaching ApproachesReport as inadecuate




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International Journal of Education in Mathematics, Science and Technology, v1 n1 p25-42 Jan 2013

This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing students' open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.

Descriptors: Preservice Teachers, Classroom Techniques, Case Studies, Teaching Methods, Decision Making Skills, Thinking Skills, Teaching Skills, Case Method (Teaching Technique), Critical Incidents Method, Problem Solving, Preservice Teacher Education, Educational Psychology, Questionnaires, Instructional Materials, Pretests Posttests, Performance Based Assessment

International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst[at]gmail.com; Web site: http://www.ijermst.com





Author: Demiraslan-Çevik, Yasemin; Andre, Thomas

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4018&id=EJ1055302



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