Can Preservice Teacher Education Really Help Grow a Literacy Teacher?: Examining Preservice Teachers’ Perceptions of Multimedia Case-Based Instruction
Elizabeth Baker, Univ of Missouri, United States
Journal of Technology and Teacher Education Volume 13, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts to provide meaningful preparation (Imig & Switzer, 1996). One such effort includes the use of multimedia case-based instruction (M-CBI). The purpose of this report is three-fold: (a) to describe findings from studies that examine various issues related to using M-CBI to improve teacher education for literacy teachers, (b) describe CHildren as Literacy Kases (CHALK) which is an example of M-CBI being used in teacher education for literacy teachers, and (c) describe a study which examined preservice teachers’ perceptions of their growth as literacy teachers after participating in a M-CBI/CHALK course. Findings indicate that preservice literacy teachers can perceive that teacher education helps them grow professionally, that M-CBI may be a useful tool in providing meaningful experiences to preservice teachers, and that M-CBI may enhance the meaningfulness of field experiences.
Baker, E. (2005). Can Preservice Teacher Education Really Help Grow a Literacy Teacher?: Examining Preservice Teachers’ Perceptions of Multimedia Case-Based Instruction. Journal of Technology and Teacher Education, 13(3), 415-431. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2005 Society for Information Technology & Teacher Education
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Elizabeth (Betsy) A. Baker, University of Missouri, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 249–266
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