The purpose of this study was to examine the processes used in case analysis by preservice teachers in a media and technology course. Four aspects of case analysis were examined: (a) how students process information in case analysis, (b) how these processes of analysis develop over time, (c) motivational patterns which match theoretically consistent patterns of case processing, and (d) students' perceptions of the usefulness of cases for learning.

This research took place in the context of an actual college course in which case analysis was a normal part of instruction. Verbal protocols of case analyses from six participants and written protocols from another six participants were the primary data sources, supplemented by several surveys and personal interactions with participants. Data were analyzed using the constant-comparative method.

The data suggested that several processes were occurring during students' analyses of the cases and that the amount and depth of these processes varied by participant across time. These processes included restating, reflecting, questioning, and perspective-taking. Such processes are consistent with the literature regarding the importance of prior knowledge, schema induction and acquisition, restructuring of schema during problem-solving, and the development of expertise. Process evidence from the protocols also showed mismatches with survey data in motivation and self-regulation. The findings also support previous studies about the use of case-based instruction as an appealing method which helps students learn to "think like teachers."