Fostering pre-service teachers' theoretical knowledge application: studying with and without text-based cases

  • As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers’ scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education.
Metadaten
Author:Franziska Baier, Christina Maurer, Charlotte Christine Dignath, Mareike Kunter
URN:urn:nbn:de:hebis:30:3-644799
DOI:https://doi.org/10.1007/s11251-021-09560-7
ISSN:1573-1952
Parent Title (English):Instructional science
Publisher:Springer Science + Business Media B.V.
Place of publication:Dordrecht [u.a.]
Document Type:Article
Language:English
Date of Publication (online):2021/09/22
Date of first Publication:2021/09/22
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2022/04/04
Tag:Case-based learning; Classroom management; Inert knowledge; Pre-service teacher education; Theory–practice gap
Volume:49
Issue:6
Page Number:22
First Page:855
Last Page:876
Note:
Open Access funding enabled and organized by Projekt DEAL.
HeBIS-PPN:494704462
Institutes:Psychologie und Sportwissenschaften
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie
Sammlungen:Universitätspublikationen
Licence (German):License LogoCreative Commons - Namensnennung 4.0