Early Childhood Education Journal

, Volume 35, Issue 6, pp 495–503 | Cite as

Learning Classroom Management Through Web-Based Case Instruction: Implications for Early Childhood Teacher Education

  • Kyunghwa Lee
  • Ikseon Choi


In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion of classroom management beyond a set of techniques. We collected 23 prospective teachers’ pre and postessays before and after the 3-week implementation of the web-based case instruction, along with surveys and a focus group interview data. The initial data analysis results indicated that this instructional method was effective for (a) promoting prospective teachers’ awareness of multiple perspectives, (b) encouraging them to explore diverse ways of problem solving, and (c) articulating their justification based on a sense of moral responsibility and affective engagement. We conclude with implications for future research and early childhood teacher education.


Case methods Classroom management Early childhood teacher education Web-based Instruction Technology integration 



This project was supported by a Learning Technologies Grant offered by the Office of Instructional Support and Development at The University of Georgia.


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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.Department of Elementary & Social Studies EducationThe University of GeorgiaAthensUSA
  2. 2.Department of Educational Psychology & Instructional TechnologyThe University of GeorgiaAthensUSA

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