Student-Authored Case Studies as a Learning Tool in Physical Education Teacher Education

Richards, Andrew K.; Templin, Thomas J.; Eubank, Andrew M.; Hemphill, Michael A.

doi:10.1080/07303084.2012.10598747

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…Fourthly, multiple sources of information should be included in the inquiry process, such as observations, anecdotes, classroom experiences and relevant literature. Fifthly, potential reactions to the inquiry situation should be shaped and discussed by the dialogue leader or instructor (Richards et al, 2012).…”

Section: Case-based Learning In Educationmentioning

confidence: 99%

Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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Case-based learning (CBL) is a constructivist pedagogy in which students read hypothetical accounts of real world situations and consider how they would respond if facing similar challenges. In physical education teacher education, research has shown that CBL has the potential to promote critical thinking, contribute to students' cognitive growth and affect students' value orientations. The purpose of this study was to examine pre-service teachers' (PSTs') impressions of and experiences with CBL. Occupational socialization theory and the shared inquiry cycle guided the use of case studies. Nineteen PSTs (6 female, 13 male) enrolled in a third-year seminar course at a large American university took part in this investigation. The PSTs read and responded to 10 unique case studies and engaged in reflection and group discussions. Data were collected from interviews, course documents and non-participant observations. Qualitative analysis revealed that the PSTs demonstrated cognitive growth as evidenced by their consideration of multiple sources of knowledge, engagement with the CBL and focusing on future teaching situations. The findings of this research suggest that CBL may provide a method for instructors to introduce new ideas and allow PSTs to consider them along with their own pre-conceived notions.

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Section: Case-based Learning In Educationmentioning

confidence: 99%

Pre-service teacher perspectives of case-based learning in physical education teacher education

Hemphill

Richards

Gaudreault

et al. 2015

European Physical Education Review

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“…Various formats and approaches to case composition have been employed to support pre-service and in-service teacher learning, with cases composed by teachers, researchers and teachers and researchers together (Alpert & Bechar, 2007;Day & Loughran, 2007;Dorner et al, 2017;Helleve et al, 2023;Oliver et al, 2018;Ulvik et al, 2022). Studies such as those by Anders et al (2017) and Richards et al (2015) have identified benefits for preservice teachers arising from authoring cases of their experiences, which included opportunities for critical reflection on the realities of classroom life. Loughran and Berry's (2006) series Looking into practice is an example of how teacher-composed cases can be used to capture, illustrate and share slices of practice, in this instance science teacher pedagogical content knowledge.…”

Section: Teacher Cases Of Practice In Educational Researchmentioning

confidence: 99%

Teacher‐composed cases of practice as and for dissemination, reflection and data

Cowie,

Trask,

Edwards

2024

British Educational Res J

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The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end‐users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations are effective contexts for knowledge‐building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher‐composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven‐school, 3‐year research–practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co‐production and a pathway to research dissemination by and for teachers and researchers.

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“…The efficacy of student case study creation is supported by the literature (Gundala et al, 2014; Malone et al, 2019; Richards et al, 2015); however, effectiveness entails using instructional approaches that support the case study pedagogy as well as selecting relevant cases (McFarlane, 2015). Bonney (2018), centering students as partners within SoTL, showed how case study creation facilitated students’ scholarly writing, which resulted in a deeper level of content mastery.…”

Section: Cooperative Learning and Case Study Instructionmentioning

confidence: 99%

“…Through self-authoring cases, students looked at “critical issues from multiple perspectives thus learning that often there was no right or wrong answer” (Malone et al, 2019: 144). Case study creation also promotes critical thinking skills and reflection among students (Meyer and Shannon, 2010; Richards et al, 2015). In all, case study creation is associated with developing collaborative skills, creating perspectival thinking, and fostering teamwork (Malone et al, 2019; Meyer and Shannon, 2010; Richards et al, 2015).…”

Section: Cooperative Learning and Case Study Instructionmentioning

confidence: 99%

“…Case study creation also promotes critical thinking skills and reflection among students (Meyer and Shannon, 2010; Richards et al, 2015). In all, case study creation is associated with developing collaborative skills, creating perspectival thinking, and fostering teamwork (Malone et al, 2019; Meyer and Shannon, 2010; Richards et al, 2015). Lastly, having students create the case studies may resolve the problem of finding relevant case studies.…”

Section: Cooperative Learning and Case Study Instructionmentioning

confidence: 99%

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The case for case studies: Dialogic engagement and case study creation in a higher education classroom

Sulé

Sachs

Mansor

et al. 2022

Active Learning in Higher Education

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As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical pedagogy and constructivism as the epistemic lenses, this study qualitatively examines how students gauge their learning in a course focusing on knowledge development through dialog and cooperative case study creation. Findings indicate that the experiential and collaborative nature of the course fostered learning that has implications for engagement with diverse others and with dealing with equity-based issues. The study adds to knowledge about the functionality of case studies, particularly student-created case studies.

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Student-Authored Case Studies as a Learning Tool in Physical Education Teacher Education

Cited by 14 publications

References 17 publications

Pre-service teacher perspectives of case-based learning in physical education teacher education

Pre-service teacher perspectives of case-based learning in physical education teacher education

Teacher‐composed cases of practice as and for dissemination, reflection and data

The case for case studies: Dialogic engagement and case study creation in a higher education classroom

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