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Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management

Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management

Alpana Bhattacharya
Copyright: © 2021 |Pages: 30
ISBN13: 9781799869221|ISBN10: 1799869229|ISBN13 Softcover: 9781799869238|EISBN13: 9781799869245
DOI: 10.4018/978-1-7998-6922-1.ch005
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MLA

Bhattacharya, Alpana. "Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management." Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, et al., IGI Global, 2021, pp. 91-120. https://doi.org/10.4018/978-1-7998-6922-1.ch005

APA

Bhattacharya, A. (2021). Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management. In A. Slapac, P. Balcerzak, & K. O'Brien (Eds.), Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research (pp. 91-120). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch005

Chicago

Bhattacharya, Alpana. "Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management." In Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research, edited by Alina Slapac, Phyllis Balcerzak, and Kathryn O'Brien, 91-120. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6922-1.ch005

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Abstract

This chapter showcases a teacher educator's assessment of case-based instruction in an advanced level educational psychology course. First, action research, self-study, and reflective practice are explained as constructs of practitioner inquiry. Then, case-based instructional models related to teacher candidates' classroom management proficiencies are reviewed. Next, the teacher educator's examination of own teacher preparation practice is described to highlight development, implementation, and improvement of the target educational psychology course geared towards advancement of teacher candidates' classroom management capacities. Thereafter, solutions and recommendations for promoting teacher candidates' P-12 grades classroom management expertise are discussed. Finally, future research directions are proposed for ascertaining effectiveness of case-based instruction as evidence-based pedagogical approach for strengthening teacher candidates' P-12 grades classroom management aptitudes.

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