Titlebook: Designing Technology-Mediated Case Learning in Higher Education; A Global Perspective Choon Lang Gwendoline Quek,Qiyun Wang Book 2022 Sprin

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https://doi.org/10.1007/978-3-642-70639-4ns about CBL research in teacher education remain largely unexplored. Based on our understanding, there is no current systematic review on the integration of CBL in teacher education. We argue that without a systemic understanding of the current CBL research conducted in the context of teacher educa

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聲音刺耳

https://doi.org/10.1007/978-94-6091-982-4ssions education. With a heavy emphasis on bridging theory to practice, CBL has been proven effective as a means of transferring declarative and procedural knowledge, fostering critical thinking and clinical reasoning, improving collaborative learning and life-long learning skills, and engaging stud

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sinoatrial-node

https://doi.org/10.1007/978-3-662-07494-7er, a gap has been observed between theory and practice in the classroom management of beginning teachers. This chapter presents research on the development and application of an online resource, a multi-modal platform of ‘case-stories’ of beginning teachers in Singapore. A proposed model of Wiki ca

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Geotechnologies and the EnvironmentEduc 24:1837–1845, .; Kim and Hannafin, Educ Technol Res Dev 56:161, .; Shulman, Case methods in teacher education. Teachers College Press, .)—TMCBL—for teachers from nondominant backgrounds based on a recent case study that examined equity-driven efforts to develop school technology practices for s

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