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ERIC Number: EJ1133903
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0022-0272
The Affordances of Case-Based Teaching for the Professional Learning of Student-Teachers
Gravett, Sarah; de Beer, Josef; Odendaal-Kroon, Rika; Merseth, Katherine K.
Journal of Curriculum Studies, v49 n3 p369-390 2017
This paper reports on a qualitative enquiry into the affordances of case-based teaching for the professional learning of student-teachers. The context is a first-year foundational course in a four-year undergraduate teacher education programme, offered by an urban university in Johannesburg, South Africa, with a student enrolment of close to 700 students (divided into two groups of 350 students). Data sources used for this study were focus group interviews with student-teachers, individual interviews with teacher educators, video footage of classroom interaction, first-person reports by student-teachers in the form of reflective essays, student-teachers' discussions on blackboard and examination scripts. The research showed that case-based teaching elicits engaged learning; assists with developing understanding of the complexities of teaching and enables student-teachers to relate theory-based ideas to predicaments of practice. Furthermore, the research revealed how case-based teaching can provide insights into student-teachers' preconceptions of teaching. In this study, case-based teaching was used with large class groups. The findings suggest that case-based teaching, as used in the course reported on, could serve as an antidote for some of the issues that plague large course teaching.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)
Grant or Contract Numbers: N/A