Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches

Autor/inn/en	Demiraslan-Çevik, Yasemin; Andre, Thomas
Titel	Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 1 (2013) 1, S.25-42 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Preservice Teachers; Classroom Techniques; Case Studies; Teaching Methods; Decision Making Skills; Thinking Skills; Teaching Skills; Case Method (Teaching Technique); Critical Incidents Method; Problem Solving; Preservice Teacher Education; Educational Psychology; Questionnaires; Instructional Materials; Pretests Posttests; Performance Based Assessment + Suchen Sie Ihr Suchwort? Klassenführung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case method; Fallmethode; Problemlösen; Lehramtsstudiengang; Lehrerausbildung; Erziehungspsychologie; Pädagogische Psychologie; Fragebogen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leistungsermittlung
Abstract	This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing students' open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and selected in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://www.ijermst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01