Case-Based Learning in Initial Teacher Education: Assessing the Benefits and Challenges of Working with Student Videos and Other Teachers’ Videos

Kathrin Krammer,Manuela Frommelt,Isabelle Hugener,Sandro Biaggi,Gabriela Fürrer Auf Der Maur

doi:10.14712/23363177.2015.83

Abstract

Case-Based Learning in Initial Teacher Education: Assessing the Benefits and Challenges of Working with Student Videos and Other Teachers’ Videos

Highlights

The ability to analyze classroom situations proficiently is regarded as one of the key prerequisites for successful teaching
We pursue the questions as to whether the facilitators assess the elements of the intervention as useful, and as to whether both the facilitators and the students accept case-based learning with examples of actual teaching practice and regard it as an effective means of learning
Assessments of case-based learning with examples of actual teaching practice obtained from pre-service teachers and their facilitators indicate that this method is appropriate already at the very beginning of the initial teacher education

Summary

Introduction

The ability to analyze classroom situations proficiently is regarded as one of the key prerequisites for successful teaching. A steadily increasing body of empirical evidence proves that case-based learning with videos can foster professional vision in teachers, it is still necessary to gain a better understanding as to what type of video (one’s own or those of other teachers) is especially impactful in initial teacher education. Against this background, we conducted the intervention study VideA (“Video Analysis in Teacher Education”) in the first year of a Swiss teacher preparation program, whose chief aim consisted in promoting pre-service teachers’ professional vision. After the interpretation of our findings we conclude by highlighting specific benefits and challenges of learning with student videos and other teachers’ videos in initial teacher education

Methods

Results

Conclusion