Four approaches to preservice teachers’ involvement in the writing of case stories: a qualitative research project

Barksdale, Mary Alice; Draper, Mary; King, J. Michael; Oropallo, Kathy; Radencich, Marguerite C.

doi:10.1016/s0742-051x(01)00004-x

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Feedback from faculty included appropriateness of case content, degree of detail and difficulty, and the perceived value of cases 13,51 , 79 …”

Section: Resultsmentioning

confidence: 99%

“…Cases should reveal to learners the outcomes of their choices, both positive and negative, to help a learners' self‐assessment, 15,18 to keep learners engaged, 62 and to help them identify further learning needs 12,80 , 81 . Displaying negative outcomes resulting from learners' incorrect expectations or preconceptions prompts them to explain rationales behind their choices 9–94 . Two studies describe a feature built into computer cases that allowed learners to progress through the case only after they had selected the correct answers 17,78 …”

Section: Resultsmentioning

confidence: 99%

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A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

et al. 2006

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Case-based teaching is regarded as a superior instructional method compared with lectures in promoting a learner's critical thinking skills. While much is known about the role a discussion facilitator plays in case-based teaching, the debate on the influence of the format and structure of cases on learning is controversial. We sought to identify strategies for constructing cases based on studies from multiple disciplines, which report the development and use of cases in teaching and learning. The purpose was to offer the medical and other educational communities a conceptual framework that can be examined in future research. Based on a review of 100 studies, we synthesised 17 strategies around 5 core attributes of cases: relevant (level of learner, goals and objectives, setting of case narrative); realistic (authenticity, distractors, gradual disclosure of content); engaging (rich content, multiple perspectives, branching of content); challenging (difficulty, unusual cases, case structure, multiple cases), and instructional (build upon prior knowledge, assessment, feedback, and teaching aids). Despite the wide use of cases in disparate disciplines, there has been no overarching study that synthesises strategies of case development or tests these strategies in research settings. The framework we developed can serve as a menu of case development options that educators and researchers can pilot and evaluate in their local settings.

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“…Feedback from faculty included appropriateness of case content, degree of detail and difficulty, and the perceived value of cases 13,51 , 79 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

et al. 2006

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show abstract

“…Given methodological limitations, the assessment of reflective thinking raises both issues of consistency as well as ethical concerns. While there are studies which have attempted to quantify reflection (Sparks-Langer et al, 1990;Seng, 2001), most of our understanding of reflection in teacher education has been derived from qualitative research (Wade & Yarbrough, 1996;Barksdale-Ladd et al, 2001;Darling, 2001;Cautreels, 2003). Increasingly, learning journals are used as a way to initiate critical reflection in university students, whereas many teacher training programmes utilise journals as vehicles for systematic reflection (Bolin, 1990;Hoover, 1994;Clarke, 1995;Black et al, 2000;Trotman & Kerr, 2001;Bain et al, 2002;Good & Whang, 2002;Spalding & Wilson, 2002).…”

Section: Current Researchmentioning

confidence: 99%

Student‐teachers' concerns about teaching practice

Πούλου

2007

European Journal of Teacher Education

119

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“…Se puede encontrar también otro cuerpo de investigaciones que exploran tareas escritas como medios para desarrollar la reflexión pedagógica, pero que conceptualizan la reflexión de forma diferente; por ejemplo, como una oportunidad para relacionar el ámbito personal con el profesional (Barksdale-Ladd et al, 2001;Braun y Cumpler, 2004;Le Fevre, 2011), como cuando se recuperan experiencias previas de aprendizaje, de modo que los futuros profesores recuerden cómo era ser estudiantes y qué estrategias de enseñanza les ayudaban más. Las memorias sociales, las narraciones de niños, las autobiografías, entre otros géneros más narrativos, se presentan en la literatura especializada en relación con la noción de que el conocimiento pedagógico se puede representar narrativamente, lo que afecta la percepción y las decisiones de los docentes (Le Fevre, 2011).…”

Section: Alfabetización Pedagógicaunclassified

Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de pedagogía en educación básica

Concha

Hernández

Río

et al. 2013

Calidad en la educación

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Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuaRto año de pedagogía en educación básica 1 soledad concha, 2 carolina Hernández 3 , francisca del Río 4 , francisca Romo 5 , lorena andrade 6 RESUMEN Se investigó la capacidad de los estudiantes de Pedagogía en Educación Básica de Santiago para reflexionar pedagógicamente en base a un caso (RPEC) y la relación entre dicha capacidad y el dominio de lenguaje académico. Los participantes observaron un video de una clase de Lenguaje y Comunicación y reflexionaron por escrito respecto de los sustentos teóricos de las decisiones pedagógicas de la profesora, su enseñanza y de las posibles vías de mejoramiento. Los puntajes promedio obtenidos muestran bajos desempeños entre los participantes, quienes no revelaron dominio de la teoría que subyace a la clase observada y recurrieron a explicaciones generales, no técnicas. Los resultados muestran una correlación entre el desempeño en RPEC y la capacidad para organizar un texto sobre la base de conceptos teóricos incluidos en la reflexión escrita solicitada. Esta relación y los resultados obtenidos son analizados en el marco de la formación inicial docente. Palabras clave: Reflexión pedagógica, lenguaje académico, formación inicial docente. PEDAGOGIC REFLECTION BASED ON CASES AND COMMAND OF ACADEMIC TERMS IN STUDENTS TAKING THE FOURTH YEAR OF ELEMENTARY TEACHING FORMATION ABSTRACT This study explored the ability of Chilean students of Elementary teaching to produce written case-based teacher reflections (CBTR), and the relationship between that ability and their command of academic terms. Participants watched a video of a Spanish language lesson and reflected about the theoretical basis of the teacher

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Four approaches to preservice teachers’ involvement in the writing of case stories: a qualitative research project

Cited by 7 publications

References 6 publications

A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines

Student‐teachers' concerns about teaching practice

Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de pedagogía en educación básica

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