Can preservice teacher education really help me grow as a literacy teacher?: Examining preservice teachers’ perceptions of multimedia case-based instuction

Abstract

Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts to provide meaningful preparation (Imig & Switzer, 1996). One such effort includes the use of multimedia case-based instruction (M-CBI). The purpose of this article is three-fold: (a) to describe findings from studies that examine various issues related to using M-CBI to improve teacher education for literacy teachers, (b) describe Children as Literacy Kases (ChALK), which is an example of M-CBI being used in teacher education for literacy teachers, and (c) describe a study which examined preservice teachers’ perceptions of their growth as literacy teachers after participating in a M-CBI/ChALK course. Findings indicate that preservice literacy teachers can perceive that teacher education helps them grow professionally, that M-CBI may be a useful tool in providing meaningful experiences to preservice teachers, and that M-CBI may enhance the meaningfulness of field experiences.

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