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Preparing preservice teachers to teach diverse students: The interaction between narrative cases, hypermedia video-cases and preservice teacher learning

, Michigan State University, United States

Michigan State University . Awarded


One of the greatest challenges that teacher educators currently face is how to help future teachers support the learning of a culturally and linguistically diverse student population. Preparing teachers for diverse classrooms becomes challenging, as the teaching force remains predominantly White and female while the k–12 student population grows increasingly more diverse. Having limited experiences with diverse groups of people can contribute to lowered expectations and limited views of students' abilities. As teacher educators face the challenge of preparing teachers, they are also confronted with the fact that little is known about the effectiveness of pedagogical approaches that are used in teacher education.

This study was designed to investigate the role that case methodology and narrative approaches to teaching have in preparing future teacher to teach literacy to diverse students. The study was designed to investigate the following: (a) how do teacher candidates respond to the images and stories presented in written and hypermedia video cases, (b) how do teacher candidates' personal stories and experiences interact with their interpretation and understanding of these cases, and (c) what do teacher candidates' responses to written and hypermedia video cases reveal about their views of teaching diverse learners over time.

This study followed 25 female teacher candidates in a literacy methods course. The researcher and course instructor co-designed the course together so that teacher candidates would have opportunities to engage in various personal writing and case activities. The researcher attended, audio-recorded, and took notes on all class sessions. All coursework created by students were collected, coded, and analyzed. Five focus students were also selected from the class and participated in interviews at the middle and end of the semester. Data collected on all teacher candidates revealed how a combination of personal writing, course, and field activities assisted teacher candidates in developing complex understandings of inclusion and ways to select, adapt, and modify literacy instruction for diverse students. Data collected on some teacher candidates illustrated how narrative served as an organizing framework and a way of making meaning from personal writing, case, and field activities. Engaging in personal writing and case activities assisted some teacher candidates in forming new understandings about themselves, teaching, and learning. For others, however, these activities sometimes reinforced prior assumptions and beliefs and contributed to misinterpretations of what it means to create an inclusive learning community. This study advances what is currently known about the role of case methodology and narrative in teacher education. It extends our understanding of how teacher candidates' conceptions of teaching diverse students can be constructed over time and the ways personal writings and case activities can assist teacher candidates in developing the knowledge and skills that are needed to teach literacy to diverse students. It also enhances our understanding of pedagogical approaches that assist teacher candidates in learning from narrative and case activities.


Boling, E.C. Preparing preservice teachers to teach diverse students: The interaction between narrative cases, hypermedia video-cases and preservice teacher learning. Ph.D. thesis, Michigan State University. Retrieved November 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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