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dc.contributor.authorCournoyer, Amy Bethen_US
dc.date.accessioned2015-04-24T19:50:44Z
dc.date.available2015-04-24T19:50:44Z
dc.date.issued2014
dc.date.submitted2014
dc.identifier.other
dc.identifier.urihttps://hdl.handle.net/2144/10973
dc.descriptionThesis (Ed.D.)--Boston Universityen_US
dc.description.abstractThis case study investigated case-based pedagogy using student-teacher-generated cases as an instructional tool in the preparation of 12 pre-service ESL, Bilingual, and Modem Foreign Language teachers enrolled in a Student Teaching Seminar at a post-secondary institution. In the fall methods course, each participant generated a case study based on instructional challenges identified during pre-practicum observations. The instructor-researcher used the case method approach in the analysis of the 12 cases during the spring Student Teaching Seminar. Interviews, audio-taped discussions, pre- and post- case discussion reflection papers and critical incident reports were coded and analyzed. The results of the case study analyses indicate that, overall, case-based pedagogy using student-teacher-generated cases appears to lead to positive effects on participants' teacher knowledge, thinking and praxis. Participant-reported baniers to learning using this approach are presented, and suggestions for future implementations ofthis approach are discussed.en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.titleBuilding language educators: the implications of case-based pedagogy using practicum-based student-teacher-generated cases for pre-service language teacher educationen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineDevelopmental Studiesen_US
etd.degree.grantorBoston Universityen_US


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