Examining Preservice Teachers' Decision Behaviors and Individual Differences in Three Online Case-Based Approaches

Autor/inn/en	Cevik, Yasemin Demiraslan; Andre, Thomas
Titel	Examining Preservice Teachers' Decision Behaviors and Individual Differences in Three Online Case-Based Approaches
Quelle	In: International Journal of Educational Research, 58 (2013), S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2013.01.005
Schlagwörter	Student Characteristics; Self Efficacy; Student Attitudes; Decision Making; Case Method (Teaching Technique); Classroom Techniques; Preservice Teachers; Preservice Teacher Education; Individual Differences; Web Based Instruction; Comparative Analysis; Demonstrations (Educational); Measures (Individuals); Correlation; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Decision-making; Entscheidungsfindung; Case method; Fallmethode; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Individueller Unterschied; Web Based Training; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Messdaten; Korrelation; Unterrichtserfolg
Abstract	This study compared the impact of three types of case-based methods (case-based reasoning, worked example, and faded worked example) on preservice teachers' (n = 71) interaction with decision tasks and whether decision related measures (task difficulty, mental effort, decision making performance) were associated with the differences in student characteristics (decision making styles, self-efficacy, confidence). Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. The results showed that while students' perceptions of task difficulty and mental effort did not change as a function of treatment, the worked example group, compared to the case-based reasoning and faded worked example groups, performed better on making reason-based decisions related to classroom management. Furthermore, some of the relationships between individual differences and decision related measures were inconsistent with the existing literature. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10