Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Jamie N. Mikeska, Jared Webb, Liza Bondurant, Minsung Kwon, Lori Imasiku, Heather N. Domjan, Heather Howell
Copyright: © 2022 |Pages: 33
DOI: 10.4018/978-1-7998-8298-5.ch004
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Abstract

This chapter provides a set of recommendations for teacher educators interested in using simulated teaching experiences to support teacher learning of pedagogical practice in the post-COVID era. Built from existing research, the recommendations from the study come from lessons learned as five elementary mathematics and science teacher educators used a simulated teaching experience to support preservice teacher learning during the COVID-19 pandemic. The authors begin by situating this work in the larger context of practice-based teacher education and then provide an in-depth description of how five teacher educators at different universities integrated a simulated teaching experience into their elementary mathematics or science methods course. The chapter ends with a discussion of lessons learned and how educator preparation programs and teacher educators can leverage the opportunities created by using simulated teaching experiences in the post-COVID era.
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Introduction

In this chapter, the authors discuss the various approaches elementary teacher educators (TEs) from different universities used to integrate a digital simulated teaching experience for elementary preservice teachers (PTs) into their elementary mathematics or science methods course to improve PTs’ pedagogical practices in mathematics or science teaching during the COVID-19 pandemic. The chapter begins by sharing the theoretical grounding and background that guided this work and describes the overall design principles undergirding the conceptualization of the simulated teaching experience. Next, the authors share the ways five teacher educators used and adapted the simulated teaching experience to engage their PTs within different learning contexts — synchronous online, asynchronous online, and hybrid — as well as share examples of PT learning within these contexts. Finally, the authors share lessons learned and describe how these lessons can inform educator preparation programs (EPPs) and TEs in the post-COVID era.

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