Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Mikeska, Jamie N.; Webb, Jared; Bondurant, Liza; Kwon, Minsung; Imasiku, Lori; Domjan, Heather N.; Howell, Heather

doi:10.4018/978-1-7998-8298-5.ch004

Cited by 2 publications

(2 citation statements)

References 30 publications

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“…Future studies are needed to examine what and how PSTs apply what they learn from engaging in approximations to their work in actual classrooms. Some research has begun to investigate the ways in which teacher educators have prompted these connections, including the preparation and debrief/reflection assignments and activities teacher educators use to strengthen these connections and the use of field-based experiences to support the application of newly learned skills (Campbell & Elliott, 2015; Kavanagh et al, 2020; Mikeska et al, 2022; Mikeska, Webb et al, 2021).…”

Section: Limitationsmentioning

confidence: 99%

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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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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Section: Limitationsmentioning

confidence: 99%

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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“…classroom, (b) facilitating a discussion in the simulated classroom on a given science topic, and (c) debriefing and reflecting on the discussion afterwards. Each TE decided how to help their PSTs prepare for (first component) and debrief/reflect on (third component) their simulated discussion as part of their coursework(Mikeska, Webb, et al, 2021). During the second component, each PST facilitated a discussion on their own on the given science topic using the Mystery Powder science performance task(Mikeska, Howell, Ciofalo, et al, 2021a) for up to 20 min in the simulated classroom.…”

mentioning

confidence: 99%

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Mikeska

Howell

Kinsey

2022

Discip Interdscip Sci Educ Res

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Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers’ opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included.

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Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Cited by 2 publications

References 30 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?

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

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