“I think this is really beneficial. You should do this again.”: A case study of implementing authentic K-12 classroom cases in a social studies methods course

Abstract

This paper discusses a case study of a social studies methods course in which hypermedia-enhanced authentic K-12 classroom cases are used to support preservice teachers’ understanding of discipline-specific teaching strategies and classroom management. Both qualitative and quantitative data are collected and different analysis techniques and methods have been considered to analyze the data. Results and discussion will be included in the final submission to report on the findings and to shed light on the needs for developing and implementing meaningful cases in teacher education.