Abstract
This literature review focuses on the use of video cases in the education of preservice
teachers as a means of achieving higher order learning objectives that are
necessary for gaining situated knowledge. An overview of both intended and
achieved learning objectives in relevant studies involving the use of video cases
is provided, which shows that video cases are indeed being used with the
intention of achieving learning objectives. However, the number of achieved
lower learning objectives is slightly higher than the number of achieved higher
learning objectives. Further research is needed to explore how video cases can be
fit into the curriculum to achieve the highest possible yields in terms of learning
objectives, particularly since the difference between intended and achieved
learning objectives gives rise to the assumption that educators are still searching
for ways to achieve higher order learning objectives.
Original language | English |
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Journal | European Journal of Teacher Education |
Publication status | Published - 16 Dec 2014 |
Keywords
- Video cases
- Teacher education
- Teaching knowledge
- learning strategies