Threshold Concepts and Case-Based Teaching: Preparing Pre-Service Teachers for Culturally Inclusive Classrooms

Camilla Bjelland; Marit Kulild

doi:10.20343/teachlearninqu.14.60

Authors

Camilla Bjelland Western Norway University of Applied Sciences
Marit Kulild Western Norway University of Applied Sciences

DOI:

https://doi.org/10.20343/teachlearninqu.14.60

Keywords:

culturally inclusive pedagogy, pre-service teachers, professional competence, threshold concepts, case-based teaching

Abstract

This study contributes to the scholarship of teaching and learning (SoTL) by examining how case-based teaching and threshold concepts promote culturally inclusive pedagogical practices among pre-service teachers (PSTs). Our research design reflects SoTL principles by taking a systematic, transparent, iterative, and collaborative approach to collecting, analysing, and sharing data. Our work is explicitly aligned with theoretical frameworks, and we address unresolved issues in order to facilitate transformative learning. We aimed to explore how PSTs perceive culturally inclusive pedagogy and professional competence in a case-based course. Three key findings emerged: increased awareness of classroom diversity, a change in the PSTs’ understanding of culturally inclusive teaching, and resistance to exploratory learning designs. Many PSTs demonstrated transformative learning and sound professional judgment. However, some expressed resistance and uncertainty, underscoring the importance of scaffolding and support. The findings align with the literature on threshold concepts as gateways to boundary crossing and a deeper understanding of diversity in SoTL. The results highlight the potential of case-based teaching to encourage metacognitive reflection and to promote inclusive educational practices in teacher education programs. The study demonstrates that designing inquiry-based learning activities that integrate case studies and threshold concepts can facilitate critical reflection and metacognition among PSTs.

Author Biographies

Camilla Bjelland, Western Norway University of Applied Sciences

Camilla Bjelland (Norway) is an associate professor in pedagogy at the Department of Teacher Education, Western Norway University of Applied Sciences. Her research focuses on teacher professionalism, diversity, student‑centred learning, and artificial intelligence in education.
Marit Kulild , Western Norway University of Applied Sciences

Marit Kulild (Norway) is an associate professor of pedagogy at the Department of Teacher Education at the University of Applied Sciences in Western Norway. Her research focuses on professional competence, dialogue, observation, and outdoor education.

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