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

Year 2024, Volume: 7 Issue: 2, 68 - 81, 30.12.2024

Melike Koçak Mat , Zekiye Müge Tavil

https://doi.org/10.35207/later.1471801

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

Ethical Statement

We hereby declare that research/publication ethics and citing principles have been considered in all the stages of the study. We take full responsibility for the content of the paper in case of dispute. This article is compiled from the master’s thesis completed by the first author under the supervision of the second author.

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