Examining Preservice Teachers' Classroom Management Decisions in Three Case-based Teaching Approaches

Abstract

This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachersâ decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based instruction. Specifically, this study focused on analyzing studentsâ open-ended responses to classroom management problems presented before and after instruction using one of these methods. The treatment groups did not differ significantly on the number of the alternatives they created and SELECTed in decision tasks or the number of reasons students used to justify their decisions. Additionally, in each group, the majority of the classroom management strategies generated on all three assessments focused on suppressing inappropriate behavior, rather than promoting appropriate behavior or helping students develop self-regulation.