Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches

To maximize our teacher candidates’ learning about culturally and linguistically diverse students, we developed and implemented Case-Based Instructional (CBI) Modules (Language, Identity, Family, Assumptions) in two teacher preparation courses at a US university. We examined the Modules’ impacts on teacher candidates’ learning, self-efficacy, attitudes, and transfer of learning to novel contexts. Examining the Modules’ effectiveness within and across two delivery modes indicated that both instructor-facilitated and instructor-supported approaches to CBI elicit similar positive attitudes and are effective in enhancing teacher candidates’ learning, but not transfer. When teacher candidates’ analyses of cases were not facilitated by instructor, however, there were some missed opportunities for learning.