Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches (oct, 10.1007/s11251-024-09677-5, 2024)

被引：0

作者：

Ardasheva, Yuliya ^{[1
]}

Newcomer, Sarah N. ^{[1
]}

Hsiao, Yun-Ju ^{[1
]}

Calderone, Shannon M. ^{[1
,2
]}

机构：

[1] Washington State Univ, 2710 Crimson Way, Richland, WA 99352 USA

[2] Washington State Univ, 915 N Broadway, Everett, WA 98201 USA

来源：

INSTRUCTIONAL SCIENCE | 2024年 / 52卷 / 06期

关键词：

Case-based instruction; Culturally responsive; sustaining pedagogy; Design research self-study; Teacher preparation;

D O I：

10.1007/s11251-024-09685-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

To maximize our teacher candidates' learning about culturally and linguistically diverse students, we developed and implemented Case-Based Instructional (CBI) Modules (Language, Identity, Family, Assumptions) in two teacher preparation courses at a US university. We examined the Modules' impacts on teacher candidates' learning, self-efficacy, attitudes, and transfer of learning to novel contexts. Examining the Modules' effectiveness within and across two delivery modes indicated that both instructor-facilitated and instructor-supported approaches to CBI elicit similar positive attitudes and are effective in enhancing teacher candidates' learning, but not transfer. When teacher candidates' analyses of cases were not facilitated by instructor, however, there were some missed opportunities for learning.

引用

页码：1057 / 1060

页数：4