Case-Based Instruction in Special Education Teacher Preparation: Practices and Concerns of Teacher Educator/Researchers

Abstract

The use of case-based instruction (CBI) enjoys considerable popularity in teacher education programs. However, there is little published research on instructional methodology or outcomes. In order to investigate current practice and research questions concerning CBI, we interviewed fifteen teacher educators who have both used CBI and presented research on this topic. We asked questions about their use of CBI, as well as perceived benefits and barriers to the use of this technique. Perceived benefits to CBI included the development of generalizable skills by the students, while perceived barriers included the amount of time instructors needed to develop and use CBI. The principal research question identified by participants was the need for empirical documentation of the efficacy of CBI, especially with respect to its impact on promoting the generalized use of effective teaching practices. We discuss the educational implications of our findings for professionals who provide teacher education.