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 (SSCI, Scopus)

  • Publication Type: Article / Article
  • Volume: 29 Issue: 1
  • Publication Date: 2014
  • Doi Number: 10.1080/02671522.2012.742923
  • Journal Name: RESEARCH PAPERS IN EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.44-68
  • Keywords: teaching/learning strategies, improving classroom teaching, pedagogical issues, interactive learning environments, CASE-BASED PEDAGOGY, WORKED EXAMPLES, COGNITIVE LOAD, PROCEDURAL INSTRUCTIONS, PRINCIPLES, EDUCATION, LEARNER, PROMPTS, PERFORMANCE, ENVIRONMENT
  • Hacettepe University Affiliated: Yes

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.