An Action Research on Facilitating Students’ Reflection and Linkage Between Theory and Practice With Case Method in an Educational Psychology Course (78627)

Session Information:

Monday, 25 March 2024 15:00
Session: Poster Session 1
Room: Orion Hall (5F)
Presentation Type: Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Lack of reflection and the split between theory and practice are two common issues in the pre-service teacher education program. Research shows that case method can act as a critical role in promoting student reflection and linking theory to practice. The participants of this study comprised of one instructor and 48 pre-service teachers. This course had been proceeded with two cycles of action research both including instruction practice, reflection, and revision processes. The researcher conducted questionnaire survey, classroom observation, interview, students’ assignment and feedback, and instructor’s self-reflection to explore the difference on their linkage between theory and practice and levels of reflection before and after the case method, provided guidance and scaffolding for linkages between theory and practice. The research suggested that the model of advance case preview, classroom discussion and review, after class assignment and reflection could help pre-service teachers to improve the linkage between theory and practice. Peer case discussion, expert’s implicit thinking along with analytical case assignment rubrics could enhance the pre-service teachers’ self-reflection through intentional review of blind spots in instructions. Combining case method and action research allowed the instructor to promote instructional reflection and professional development through the process of problem awareness, instruction practice, reflection and adjustment. This research proposes the followings implications to college curriculum and instruction: to develop quality instructional cases and verify the quality, to conduct case discussion with guidance and scaffolding, explicit procedure and on-site practice, to build up the preview structure and specific assignment assessment rubrics to facilitate better learning outcome, multi-assessment methods such as teacher assessment, peer assessment, and self-assessment.

Pei-Yun Liu, National Dong Hwa University, Taiwan

About the Presenter(s)
Dr Pei-Yun Liu is a University Professor/Principal Lecturer at National Dong Hwa University in Taiwan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00