Fostering the Analytical Competency of Pre-Service Teachers in a Computer-Supported Case-Based Learning Environment: A Matter of Perspective?
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| Title: | Fostering the Analytical Competency of Pre-Service Teachers in a Computer-Supported Case-Based Learning Environment: A Matter of Perspective? |
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| Language: | English |
| Authors: | Zottmann, J. M., Goeze, A., Frank, C., Zentner, U., Fischer, F., Schrader, J. |
| Source: | Interactive Learning Environments. 2012 20(6):513-532. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Competence, Preservice Teacher Education, Learning Processes, Control Groups, Experimental Groups, Case Method (Teaching Technique), Preservice Teachers, Teaching Skills, Skill Development, Knowledge Base for Teaching, Learning Theories, English (Second Language), Adult Education, Second Language Instruction, Language Teachers, Pretests Posttests, Questionnaires, Comparative Analysis, Computer Assisted Instruction, Educational Technology, Instructional Design, College Instruction, Educational Experiments, Protocol Materials, Cognitive Processes, Protocol Analysis, Video Technology, Audiovisual Aids, Multimedia Instruction |
| Geographic Terms: | Germany |
| DOI: | 10.1080/10494820.2010.539885 |
| ISSN: | 1049-4820 |
| Abstract: | Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency--learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as "audio only" outperformed learners in the "audio + video" condition, who did not substantially differ from the control group. (Contains 3 tables and 4 figures.) |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2012 |
| Accession Number: | EJ982471 |
| Database: | ERIC |
| Abstract: | Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency--learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as "audio only" outperformed learners in the "audio + video" condition, who did not substantially differ from the control group. (Contains 3 tables and 4 figures.) |
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| ISSN: | 1049-4820 |
| DOI: | 10.1080/10494820.2010.539885 |
