Literaturnachweis - Detailanzeige
| Autor/inn/en | Shernoff, Elisa; Frazier, Stacy; Lisetti, Christine; Buche, Cedric; Lunn, Stephanie; Brown, Claire; Delmarre, Alban; Chou, Tommy; Gabbard, Joseph; Morgan, Emily |
|---|---|
| Titel | Early Career Teacher Professional Development: Bridging Simulation Technology with Evidence-Based Behavior Management |
| Quelle | (2018), (39 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Beginning Teachers; Faculty Development; Computer Simulation; Evidence Based Practice; Classroom Techniques; Behavior Modification; Teaching Skills; Poverty; Virtual Classrooms; Vignettes; Models; Program Development; Feedback (Response); Disadvantaged Schools; Advisory Committees |
| Abstract | Early career teachers working in high poverty schools face of overwhelming challenges navigating disruptive behaviors with studies highlighting behavior problems as one of the strongest predictors of turnover (Ingersoll & Smith, 2003). Simulation-based technology leverages important pedagogical strengths (e.g., realistic training context, opportunities for practice and feedback, low-stakes training) that may confer advantage over traditional training for teachers in behavior management. This manuscript illustrates the development and refinement of Interactive Virtual Training for Teachers (IVT-T), a simulation-training model to help early career teachers hone their behavior management skills by interacting with virtual students in a 3D classroom. Advisory board members (N=5) with extensive experience in high poverty schools provided iterative feedback on the authenticity and realism of IVT-T students, classrooms, and vignettes. Advisory board members rated authenticity/realism of the students, classrooms, and vignettes favorably and ratings also increased over time as new prototypes were shared. In addition, prototypes introduced earlier underwent more revisions than prototypes introduced later suggesting advisory board feedback helped the computer science team improve upon their development approach. Open-ended feedback revealed important shortcomings and the need for further refinements to improve the training model. Implications for teacher educators and researchers involved in the development of instructional technologies are discussed. [This paper was published in "Journal of Technology and Teacher Education" v26 n2 p299-326 2018 (EJ1181030).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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