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ERIC Number: EJ1074952
Record Type: Journal
Publication Date: 2015-Nov
Pages: 19
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1356-336X
Pre-Service Teacher Perspectives of Case-Based Learning in Physical Education Teacher Education
Hemphill, Michael A.; Richards, K. Andrew R.; Gaudreault, Karen Lux; Templin, Thomas J.
European Physical Education Review, v21 n4 p432-450 Nov 2015
Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students' cognitive growth and affect students' value orientations. The purpose of this study was to examine pre-service teachers' (PSTs') impressions of and experiences with CBL. Occupational socialization theory and the shared inquiry cycle guided the use of case studies. Nineteen PSTs (6 female, 13 male) enrolled in a third-year seminar course at a large American university took part in this investigation. The PSTs read and responded to 10 unique case studies and engaged in reflection and group discussions. Data were collected from interviews, course documents and non-participant observations. Qualitative analysis revealed that the PSTs demonstrated cognitive growth as evidenced by their consideration of multiple sources of knowledge, engagement with the CBL and focusing on future teaching situations. The findings of this research suggest that CBL may provide a method for instructors to introduce new ideas and allow PSTs to consider them along with their own pre-conceived notions.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A