Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
Heather Schugar, PhD
Committee Member
Vicki McGinley, PhD
Committee Member
Christian Penny, PhD
Abstract
This study examined how different modes of case-based learning activities inform the learning experiences of undergraduate pre-service teacher candidates in an introductory special education course. During the COVID-19 pandemic, I assisted university faculty as they rapidly transitioned from teaching face-to-face courses to teaching online courses. One of the most difficult things to transition to an online format was classroom observations/practicum experiences. While there is an increasing amount of classroom video content available, it is difficult to find video observation content related to hard-to-reach populations (e.g., low-incidence disabilities, or students who have experienced trauma). The data from this study included teacher self-efficacy scale survey data at the start of the study and after each of the four case-based learning activities, in-class observations, small group discussion recordings, and one-on-one interviews. The analysis of the results showed that participants: (1) preferred the animated cases over the text-based cases, (2) had longer and more in-depth group discussions when they discussed the animated cases, and (3) expressed higher self-efficacy with case-based learning.
Recommended Citation
Fisher, Michelle, "Examining Pre-service Teachers’ Learning Experiences Utilizing Different Modes of Case Studies and their Perceived Self-Efficacy in Trauma Informed Instruction" (2024). West Chester University Doctoral Projects. 253.
https://digitalcommons.wcupa.edu/all_doctoral/253