Examining elementary preservice teachers' perspectives concerning curriculum themes for video case integration

Terri Kurz, Ivana Batarelo, James Middleton

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers' instruction. This research investigates the perspectives of preservice teachers and their naïve understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants' perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers' beliefs, though naïve, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers' predilections are examined, this data can help guide the future implementation of video cases in their university courses.

Original languageEnglish (US)
Pages (from-to)461-485
Number of pages25
JournalEducational Technology Research and Development
Volume57
Issue number4
DOIs
StatePublished - 2009

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video
curriculum
teacher
teaching content
cluster analysis
induction
assistance
instruction
university
methodology
learning

Keywords

  • Personal construct theory
  • Preservice teachers
  • Video cases

ASJC Scopus subject areas

  • Education

Cite this

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