Studying the impact of three different instructional methods on preservice teachers' decision-making


Cevik Y. , Andre T.

RESEARCH PAPERS IN EDUCATION, vol.29, no.1, pp.44-68, 2014 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 29 Issue: 1
  • Publication Date: 2014
  • Doi Number: 10.1080/02671522.2012.742923
  • Title of Journal : RESEARCH PAPERS IN EDUCATION
  • Page Numbers: pp.44-68

Abstract

This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers’ (n = 72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers’ decision-making performance. The results revealed that the worked example group, compared to the case-based learning and faded worked example groups, performed better on making reason-based decisions related to classroom management.

This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n=72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making performance. The results revealed that the worked example group, compared to the case-based learning and faded worked example groups, performed better on making reason-based decisions related to classroom management.