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

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