Teacher Practice Spaces: Examples and Design Considerations

Reich, Justin; Kim, Yoon Jun; Robinson, Kevin; Roy, Dan; Thompson, Meredith

doi:10.31235/osf.io/ewn2g

Cited by 8 publications

(9 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Existing literature on designing simulations primarily focuses on process models addressing the steps of designing simulations for specific contexts, for example designing simulation for research purposes (Fink et al , 2021) or designing simulations as teacher practice spaces (Reich et al , 2018). Such frameworks typically outline design steps by referring to specific examples of simulations and often touch on discussing selected characteristics of simulations, such as authenticity.…”

Section: Learning Professional Practices In Higher Educationmentioning

confidence: 99%

Representational scaffolding in digital simulations – learning professional practices in higher education

Fischer

Bauer²,

Seidel³

et al. 2022

ILS

View full text Add to dashboard Cite

Purpose To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding. Findings The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding. Originality/value The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

show abstract

Section: Learning Professional Practices In Higher Educationmentioning

confidence: 99%

Representational scaffolding in digital simulations – learning professional practices in higher education

Fischer

Bauer²,

Seidel³

et al. 2022

ILS

View full text Add to dashboard Cite

show abstract

“…Fully digital simulations, what we refer to as 'practice spaces' (Reich et al, 2018) have a number of potential affordances which makes them useful for integration within teacher education programs. Those within web applications are relatively inexpensive to produce and disseminate, providing opportunities for repeated, targeted practice on specific teaching skills.…”

Section: To Engage In Complex High Leverage Practicesmentioning

confidence: 99%

“…In this study, we introduce the concept of using digital simulations or 'practice spaces' to prepare teacher candidates to facilitate conversations of controversial issues. These practice spaces are digital approximations of real-life professional scenarios that leverage mixed media-videos, images, text, and audio--to enable professional novices to take part in interactive cycles of practice, reflection and feedback in low-stakes environments (Reich et al, 2018) Digital simulations are a well-established tool for building expertise across a wide range of fields and disciplines (Aldrich, 2009). For our purposes here, we define simulation as a learning experience designed to approximate a real-world context in which approximations of phenomena can be experienced by participants, and which responds in some substantive way to participants' actions.…”

mentioning

confidence: 99%

Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Kaka¹,

Littenberg-Tobias²,

Kessner³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from centering such discussions in their classrooms, often for fear of reprisal should these discussions go awry. It thus falls to social studies teacher educators to rethink how we prepare future teachers. This paper reports on a study that incorporated digital simulations of controversial issues into three preservice social studies teacher preparation methods courses to help develop high-leverage practices associated with leading whole-group discussions. Case study analysis suggests participants developed greater fluency with the teacher moves they practiced in the simulation. Accordingly, participants’ developed greater confidence with and perceived importance of facilitating discussions of controversial issues in their future classrooms. Implications and directions for future research are discussed.

show abstract

“…A few recent studies have found benefits of games for teacher learning within specialized contexts, such as Game School LA (Garcia and Gomez, 2017), a school based on game design and Convergence Academy (Woodard and Machado, 2017), a digital media arts integration school. Game-based experiences can provide opportunities to practice teaching tasks in low-stakes settings (Reich et al , 2018), yet there is little research on game-based learning for teacher development in public secondary schools, especially within university-based PST education. Kangas et al (2017) noted in their literature review of educational games in the classroom that a focus on “actual practices and processes of teaching – before, during, and after the gameplay” is missing.…”

Section: Practice In Game-based Learningmentioning

confidence: 99%

Experimenting with game-based learning in preservice teacher education

Johnson

Kim

2021

ETPC

View full text Add to dashboard Cite

Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.

show abstract

Teacher Practice Spaces: Examples and Design Considerations

Cited by 8 publications

References 5 publications

Representational scaffolding in digital simulations – learning professional practices in higher education

Representational scaffolding in digital simulations – learning professional practices in higher education

Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Experimenting with game-based learning in preservice teacher education

Contact Info

Product

Resources

About