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<p>This study explores how working with problem-based cases as a mediating tool may support student teachers in bridging the gap between theory and practice, while also fostering their research literacy. The intervention was carried out over two years in a compulsory 15 ECTS pedagogy course within a Norwegian integrated master’s program in teacher education. Three digital video-based cases were used, accompanied by structured group tasks and written teacher feedback. Data were collected through electronic surveys and focus group interviews and analyzed using descriptive statistics and thematic content analysis. The study included two cohorts, with the second cohort experiencing a more structured version of the intervention. Findings indicate that working with digital problem-based cases may help students develop the ability to interpret, evaluate, and apply relevant research findings in their professional practice, and to connect teaching as craftsmanship with research literacy. The second cohort reported higher engagement with course literature and stronger connections between theoretical concepts and practical challenges. This suggests that well-scaffolded casework can support the development of a more integrated professional identity. The impact of such casework, however, depends on pedagogical framing, including expectations, group collaboration, and feedback from teacher educators. While the results are context-bound and indicative, they provide useful insights for similar efforts in teacher education. Further studies could explore how such interventions function in other national or institutional contexts, and how they may be adapted to support reflective and research-literate professional development on a broader scale.</p>

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Bridging the gap between theory and practice? Working with digital problem-based cases to strengthen student teachers as research-literate

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月3日

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  • Marianne Sandvik Tveitnes,
  • Nina Helgevold,
  • Vegard Moen

摘要

This study explores how working with problem-based cases as a mediating tool may support student teachers in bridging the gap between theory and practice, while also fostering their research literacy. The intervention was carried out over two years in a compulsory 15 ECTS pedagogy course within a Norwegian integrated master’s program in teacher education. Three digital video-based cases were used, accompanied by structured group tasks and written teacher feedback. Data were collected through electronic surveys and focus group interviews and analyzed using descriptive statistics and thematic content analysis. The study included two cohorts, with the second cohort experiencing a more structured version of the intervention. Findings indicate that working with digital problem-based cases may help students develop the ability to interpret, evaluate, and apply relevant research findings in their professional practice, and to connect teaching as craftsmanship with research literacy. The second cohort reported higher engagement with course literature and stronger connections between theoretical concepts and practical challenges. This suggests that well-scaffolded casework can support the development of a more integrated professional identity. The impact of such casework, however, depends on pedagogical framing, including expectations, group collaboration, and feedback from teacher educators. While the results are context-bound and indicative, they provide useful insights for similar efforts in teacher education. Further studies could explore how such interventions function in other national or institutional contexts, and how they may be adapted to support reflective and research-literate professional development on a broader scale.