Multimedia cases are perceived to be a means of bridging the gap between theory and practice in teacher education. However, little is known about how prospective teachers actually learn with these cases. In this paper, we examine how multimedia cases can stimulate reflective thought among preservice teachers. Gestalt psychology is employed as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Data were collected by means of audiotaped work-aloud protocols, interviews and questionnaires. Results indicate that preservice teachers remain at low levels of abstraction of their ideas about teaching as a result of case examination. Directed assignments and collaboration among prospective teachers were a useful, but not always necessary, means of stimulating discussion on the multimedia case. The study leads to the conclusion there is still much to be learned about how prospective teachers interact with multimedia case, particularly about how such cases might stimulate reflective practice.
- Case-based learning - gestalt psychology - multimedia - teacher education