Supporting beginning teachers’ case–based learning in a technology-mediated learning environment

Abstract

The current challenge faced by most beginning teachers is the disparity between the theories of classroom management exposed to in pre-service, and the practices in complex and ill-structured classroom situations. Such a theory-practice gap has led to the need to re-examine the existing instructional approach used in teacher learning and helping them develop deep understanding and meaningful learning for teachers. This proposed study explores case-based learning and related areas, beginning teachers’ case- based learning for self-analysis, discussion and reflection. It also explores how technology can be used to support teachers’ case-based learning. The affordances of technology and design of technology-mediated learning environment will also be presented.