Students' Perceptions of the Case Study Method in PETE

Background/Purpose

The case method for teaching has a rich history in education. Proponents contend that students prefer the case method to traditional lectures. However, little is known about students' impressions of the case method. Thus, the purpose of this study was to understand Preservice teachers (PSTs) experiences in and perceptions of the case study method using a shared inquiry approach.

Method

Nineteen students enrolled in a PETE junior seminar class read and discussed 11 cases and authored their own original case. Data included field notes, class assignments, student and instructor interviews, and a focus group with five students. Trustworthiness was enhanced through researcher and data triangulation and peer debriefing.

Analysis/Results

Inductive analysis and constant comparison were employed. PSTs in this study perceived the case study method to positively impact their learning. PSTs indicated that this method led to improved learning because it: (a) caused them to focus on future situations they might encounter as PE teachers, (b) provided them with multiple sources of knowledge, (c) stimulated reflection and critical thinking, and (d) increased the level of student engagement.

Conclusions

The students generally enjoyed the case study method and spoke positively about the discussions it generated in class. This adds credence the notion that students enjoy learning through case study methods. Instructors interested in utilizing the case studies should be sure to provide students with open space and time to discuss cases in class and to promote peer interaction around the issues raised in the cases.