Pre-service teacher perspectives of case-based learning in physical education teacher education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Michael Hemphill, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: 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.

Additional Information

European Physical Education Review, 21(4), 432–450
Language: English
Date: 2015
Shared inquiry, teacher socialization, teaching methods, case studies

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