Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning
Document Type
Contribution to Book
Publication Date
2022
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.
First Page
46
Last Page
78
Book Title
Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era
Editor
Prince Hycy Bull and Gerrelyn Chunn Patterson
Publisher
IGI Global
City
Hersey, PA
ISBN
9781799882985
DOI
https://doi.org/10.4018/978-1-7998-8298-5.ch004
First Department
Teaching, Learning and Curriculum
Recommended Citation
Mikeska, Jamie N.; Webb, Jared; Bondurant, Liza; Kwon, Minsung; Imasiku, Lori; Domjan, Heather N.; and Howell, Heather, "Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning" (2022). Faculty Publications. 4300.
https://digitalcommons.andrews.edu/pubs/4300
