Abstract
In case-based learning, students read and respond to hypothetical situations, mirroring real-world challenges. Case-based pedagogies provide a safe space for preservice teachers to attend to complex problems and ascertain solutions without negative consequences. However, evidence is limited regarding the effectiveness of case-based learning in helping preservice teachers develop a professional vision, or the ability to notice and interpret important characteristics of a professional setting, especially equity. This exploratory study investigates how preservice teacher participation in a case-based exercise shaped their professional vision concerning socio-cultural issues. Fifty-one preservice teachers, at an American university, engaged in online role-playing discussions around hypothetical cases involving equity issues. The participants responded to the case as themselves as future teachers, then analyzed it through the lens of an educational consultant they studied (e.g., Maria Montessori, Paulo Freire). Next, small mixed groups of consultants engaged in discussions around identified issues. Finally, students reflected on their experiences. Qualitative data analysis of online discussions and reflections involved careful reading, coding, categorizing, and identifying themes. Findings suggest that case-based teaching increased student engagement and prompted nuanced examination of the complexities of teaching. Embodying consultant roles enabled students to apply theoretical ideas to practice predicaments, enhancing their ability to interpret equity issues from diverse perspectives, navigate ethical dilemmas, and articulate theory-based arguments for their decisions. The study suggests promising implications for case-based methods in enhancing participants’ noticing, interpreting, and responding to sociocultural issues. Further research is needed to explore the transferability and effectiveness of case-based pedagogy across diverse cultural and educational landscapes.
Presenters
David BairProfessor, College of Education and Community Innovation, Grand Valley State University, Michigan, United States Mary Bair
Faculty Member, Literacy, Educational Foundations, and Technology, Grand Valley State University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
CASE-BASED TEACHING, PROFESSIONAL VISION, EQUITY AND DIVERSITY
