Use role-play, case study, and small groups to develop critical thinking in teacher education¶
Design · All designs
Evidence · no claims cited
Description¶
The article describes a structured active-learning sequence combining role-play, case study, and small group work in which students analyze problematic teaching scenarios, plan responses, and rehearse solutions in a safe environment before encountering them in the field. The authors followed Bean's (2011) model where "the teacher presents students with critical thinking problems, gives students supervised practice at addressing them, and coaches their performance."
Design Implications¶
Context¶
Requirements¶
- Structured pre-planning of role-play responses
- Post-role-play discussion and feedback
- Connection to authentic field experiences
Constraints¶
- Effectiveness depends on relevance to students' professional aspirations
Target Learners¶
- pre-service teachers
Learning Goals¶
- critical thinking
- problem-solving
Claims¶
Related Designs¶
Examples¶
-
Key Sources¶
- Nelson, L. P., & Crow, M. L. (2014). Do Active-Learning Strategies Improve Students’ Critical Thinking? Higher Education Studies, 4(2). https://doi.org/10.5539/hes.v4n2p77
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
role-play-case-study-small-groups-critical-thinking |
title |
Use role-play, case study, and small groups to develop critical thinking in teacher education |
description |
The article describes a structured active-learning sequence combining role-play, case study, and small group work in which students analyze problematic teaching scenarios, plan responses, and rehearse solutions in a s... |
status |
review |
generated |
by process:settle-candidates on 2026-11-03 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nelson-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.