he present study aimed to investigate the use of case-based learning for promoting pre-service EFL teachers’ pedagogical content knowledge and reducing their teaching anxiety. The study group consisted of thirty-three (n = 33) pre-service EFL teachers enrolled in the General Diploma in Education, Faculty of Graduate Studies for Education, Cairo University. The study adopted the quasi-experimental design. A proposed case-based learning program was designed to promote pre-service EFL teachers’ pedagogical content knowledge and reduce their teaching anxiety. The study instruments included a pedagogical content knowledge checklist, a pedagogical content knowledge test, and a language teaching anxiety scale. The data were analyzed qualitatively and quantitatively. Despite the limitations in the design and execution of the study, the proposed case-based learning program improved pre-service teachers’ pedagogical content knowledge and reduced their teaching anxiety.
Abdullah, D. H. M. (2023). Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety. Journal of Research in Curriculum Instruction and Educational Technology, 9(2), 335-360. doi: 10.21608/jrciet.2023.376526
MLA
Dr. Heba Mustafa Abdullah. "Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety", Journal of Research in Curriculum Instruction and Educational Technology, 9, 2, 2023, 335-360. doi: 10.21608/jrciet.2023.376526
HARVARD
Abdullah, D. H. M. (2023). 'Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety', Journal of Research in Curriculum Instruction and Educational Technology, 9(2), pp. 335-360. doi: 10.21608/jrciet.2023.376526
VANCOUVER
Abdullah, D. H. M. Using Case-based Learning for Promoting Pre-service EFL Teachers' Pedagogical Content Knowledge and Reducing their Teaching Anxiety. Journal of Research in Curriculum Instruction and Educational Technology, 2023; 9(2): 335-360. doi: 10.21608/jrciet.2023.376526
)
View on SCiNiTO