The Use of Qualitative Case Studies as an Experiential Teaching Method in the Training of Pre-service Teachers

Abstract

This study presents the suitability of case studies, which is a qualitative research method and can be used as a teaching method in the training of pre-service teachers, for experiential learning theory. The basic view of experiential learning theory on learning and the qualitative case study paradigm are consistent with each other within the framework of such principles as subjectivity, environmental interaction, holism, contextuality, constructivism, and access to information (theorizing). The concrete experience mode of the experiential learning cycle corresponds to the data collection stage of qualitative case studies, the reflective observation mode corresponds to the data analysis stage, and the abstract conceptualization mode corresponds to the theorizing stage. Accordingly, this study notes that qualitative case studies can be used as a teaching method in the school experience course for the pre-service training of pre-service teachers. It also explains in detail the steps to be taken when this new method is used in the teaching process, the preparations that should be done prior to the employment of the method, and what should be considered in the application of the method.