The Effect of Vignette Cases on Instruction Giving Practices of Preservice Teachers: A Case Study in a State University

Abstract

The objective of this study is to examine how preservice teachers give instructions, particularly focusing on the effectiveness of using vignette cases to enhance their practices and unveil their perceptions regarding the vignette cases utilized throughout the intervention. Conducted within an English Language Teaching program at a state university in Türkiye, the study utilized a questionnaire to assess preservice teachers’ knowledge and challenges related to instruction giving. Subsequently, vignette cases were then developed based on these assessments and utilized in an 8-week intervention period, during which participants kept journals, alongside the researcher, to provide insights. Post-intervention, the same questionnaire was used to measure changes, revealing improvement in the experimental group's general beliefs and instruction delivery. Journals mainly reflected experiences and hypothetical practices related to vignette cases, aligning with the researcher's focus on documenting strategies for vignette-based learning experiences. This study suggests several benefits of using vignettes as an instructional tool.

Keywords

• Instruction
• Instruction giving practices
• Preservice teachers
• Vignette

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