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

Autor/inn/en	Mikeska, Jamie N.; Howell, Heather; Kinsey, Devon
Titel	Do Simulated Teaching Experiences Impact Elementary Preservice Teachers' Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?
Quelle	In: Journal of Teacher Education, 74 (2023) 5, S.422-436 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mikeska, Jamie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871221142842
Schlagwörter	Teaching Experience; Elementary School Teachers; Preservice Teachers; Persuasive Discourse; Mathematics Education; Science Education; Computer Simulation; Methods Courses; Teaching Methods; Discussion; Student Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Persuasion; Persuasive Kommunikation; Mathematische Bildung; Naturwissenschaftliche Bildung; Computergrafik; Computersimulation; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Diskussion; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01