Rethinking the Use of Classroom Cases: Leveraging Generative and Multimedia Principles for Meaningful Preservice Teacher Learning

Abstract

Preservice teachers only have a short time of classroom observation, microteaching, and field experience. This little opportunity for classroom practice poses a significant challenge to adequate teacher preparation. To address these concerns, scholars have turned to instructional strategies such as classroom cases to support preservice teachers and give them a hands-on opportunity to experience authentic teaching situations. However, many educators using cases in teacher education have yet to take maximum advantage of the evidence available to make case-based instruction more meaningful and beneficial to preservice teachers. Hence, we present a generative and interactive use of multimedia cases in preservice teacher education to maximize the benefits of cases and address the enormous gaps created by preservice teachers' limited access to the actual classroom.