Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences

Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.

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“…Note. A portion of this research has been shared previously in Mikeska (2021b, 2021c) and Mikeska and Howell (2021b).…”

Section: Research Questionmentioning

confidence: 96%

Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

Mikeska

Howell

Kinsey

2022

Journal of Teacher Education

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“…The research results show the implementation of reflective teaching strategies, which EFL teachers often use. Observing teaching through video recordings is claimed to be an excellent way to self-evaluate as it engages them in a more reflective teaching approach (Elmedina Nikoçeviq-Kurti, 2022;Mikeska et al, 2023;Nagro, 2019;Nagro et al, 2020;Naidi & Sabgini, 2020). It was also explained that videos can be a tool to ensure teaching for improvement.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Practices of Reflective Teaching in EFL Classroom

Widiastari,

Fithriani

2024

IJORER Int. J. Recent Educ. Res.

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Objective: Reflective teaching (RT) is a strategy to improve student learning outcomes. Teachers have recently used reflective teaching extensively to enhance learning and teaching outcomes. This research presents teacher practices for implementing reflective learning in English as a Foreign Language (EFL) classes. This research explores teachers' reflective practices, their methods, and the outcomes resulting from these practices. Method: The research method used is a qualitative study using questionnaires for data collection and in-depth interviews with several EFL teachers. Results: The results showed variations in reflective practice, with some teachers using student feedback, video recordings, diaries, group discussions, and self-observation as reflection methods. This research also found that reflective practice can improve teachers' understanding and skills in teaching EFL. Novelty: The novelty of this research lies in revealing specific reflective practices that can improve the quality of learning English as a foreign language.

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“…It has the potential to create long-term momentum toward ubiquitous online study habits. However, the COVID-19 era research from the independent campus program has created opportunities for adopting new technologies in all disciplines, not just science and digital scholarship, including advances in digital humanities research [29], [31], [32].…”

Section: Technological Factor Analysismentioning

confidence: 99%

Pest Analysis: Improvement Strategies for “Kampus Merdeka” Quality at Indonesian Higher Education

Mangruwa,

Syahputra

2023

Advances in Economics, Business and Management Research

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The Educational Ministry of Indonesia declared regulation to formulate a more effective educational system by launching the Kampus Merdeka Merdeka Belajar (MBKM) program for higher education. The urgency of problem analysis toward the MBKM implementation for a year is about clarifying the future improvement for the Kampus Merdeka program next year. This research applied a mixed-method descriptive approach to analyze the implementation's effectiveness. The study used PEST analysis to 150 questionnaires and applied regulation as the secondary data to evaluate and recommend future management strategies by considering the trends and market changes that potentially impact the sustainability of the current educational system. This study found that the political section has challenges managing bureaucracy between educational and research management in one management flow through Kampus Merdeka. Economically, the Ministry described financial bureaucracy's construction, transparency, and penetration in detail toward the higher education or educational actors. The social section discusses the creation of long-term orientation for the Kampus Merdeka, so the impact of its implementation will not be included as short-term impacts. Lastly, the technological section identifies the potency of challenges caused by the efficiency of the bureaucracy process between digital media use and the efficacy of Kampus Merdeka's impact. This study suggests re-designing the programs to adopt the MBKM locally relevant to higher education in Indonesia.

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Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences

Cited by 8 publications

References 36 publications

Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?

Teachers’ Practices of Reflective Teaching in EFL Classroom

Pest Analysis: Improvement Strategies for “Kampus Merdeka” Quality at Indonesian Higher Education

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