Rethinking the Use of Classroom Cases: Leveraging Generative and Multimedia Principles for Meaningful Preservice Teacher Learning

Preservice teachers only have a short time of classroom observation, microteaching, and field experience. This little opportunity for practice poses significant challenge to adequate teacher preparation. To address these concerns, scholars turned instructional strategies such as cases support preservice give them hands-on experience authentic teaching situations. However, many educators using in education yet take maximum advantage the evidence available make case-based instruction more meaningful beneficial teachers. Hence, we present generative interactive use multimedia maximize benefits enormous gaps created by teachers' limited access actual classroom.