The Effects of Instructional Method on Preservice Teachers' Learning, Cognitive Processes, and Decision-Making Skills

Abstract

This dissertation is a study of case-based instruction in early childhood teacher preparation. I sought to determine if case-based instruction could be used effectively to develop theoretical knowledge, cognitive processes, and decision-making skills in preservice early childhood teachers, and if case-based instruction provided any measurable benefit over more efficient traditional didactic instructional practices. Results indicate case-based instruction can enhance preservice early childhood teachers' learning of theoretical knowledge when used in combination with standard textbook readings and conventional examinations. Findings also indicate case-based instruction may differentially impact students with different levels of prior knowledge. Some data suggest traditional didactic instructional can positively impact preservice teachers' cognitive processes and decision-making skills. Results also indicate case-based instruction may facilitate consolidation of misconceptions held by early childhood preservice teachers.