Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science
Bibliographic Data
| ID | 7861937 |
|---|---|
| Authors | Jamie N Mikeska (0000-0002-8831-2572, Educational Testing Service, Princeton, NJ, USA, corresponding author), Heather Howell (0000-0001-5772-9677, Educational Testing Service, Princeton, NJ, USA), Devon Kinsey (Educational Testing Service, Princeton, NJ, USA) |
| Year | 2023 |
| Volume | 74 |
| Issue | 5 |
| Pages | 422-436 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00224871221142842 |
| OpenAlex | W4313364577 |
| Language | EN |
| Citations received | 21 |
| References cited | 68 |
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
Argumentation theory · Coursework · Mathematics education · Pedagogy · Teacher education · Teaching method · Educator Training and Historical Pedagogy · Innovative Teaching and Learning Methods · Psychology · Teacher Education and Leadership Studies
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
Research on Preparing Pre-service Teachers for Leading Mathematical Discussions
Cultivating responsive teaching with AI
Investigating preservice teachers’ emotions and dialogic teaching practices in simulation-based learning with artificial intelligence-powered virtual student agents
Evaluating Primary School Teacher Professional Development Programmes in Zimbabwe
Designing Performance-Based Professional Development
Developing teachers’ professional abilities
Thinking fast, slow, and ahead
The relationship between social inhibitions and various measures of communication skills in two types of digital simulations
Elementary Pre‐Service Teachers' Responsiveness to Students Ideas When Facilitating Scientific Argumentation Discussions
In Search of Deliberate Practice
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment
Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions
Seeking to support preservice teachers' responsive teaching
Highlighting practices and dialogic moves
Science and mathematics preservice teachers’ perceptions and experiences of practicing dialogic teaching in generative AI-powered virtual reality simulation
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Simulation as a pedagogical model for deep learning in teacher education
Anti-deficit framing and preservice teacher noticing for equity throughout a teacher education program
Performance on classroom simulations enhances preservice teachers' motivation in teaching
Leading Teacher Education
Learning to Teach Argumentation
Classroom Interaction in Science
Teacher Preparation and Student Achievement
Identifying a core set of science teaching practices
Teaching Practice
A learning progression for scientific argumentation
Redefining teaching, re‐imagining teacher education
Measuring the Impacts of Teachers II
Engaging with others’ mathematical ideas
The Impact of Individual Teachers on Student Achievement
Challenges New Science Teachers Face
Arguing to Learn in Science
Orchestrating Productive Mathematical Discussions
Teachers, Schools, and Academic Achievement
Approximations of practice as a framework for understanding authenticity in simulations of teaching
A mixed reality simulation offers strategic practice for pre-service teachers
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions
Research on the Role of Classroom Discourse As It Affects Reading Comprehension
Retention intention
Questions in Time
Practice Makes Practice
Deliberative Discourse Idealized and Realized
Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Performance
Bringing the Background to the Foreground
Discussion-Based Approaches to Developing Understanding
Variation in Teacher Preparation
Uncovering the Skills That Preservice Teachers Bring to Teacher Education
Supporting and Promoting Argumentation Discourse in Science Education
Proposing a core set of instructional practices and tools for teachers of science
Understanding "Core Practices" and "Practice-Based" Teacher Education
Practicing Responsiveness
Learning Teaching in, from, and for Practice
Getting Inside Rehearsals
Rethinking High-Leverage Practices in Justice-Oriented Ways
The Turn Once Again Toward Practice-Based Teacher Education
"Making Justice Peripheral by Constructing Practice as "Core
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
| Unique citing works | 21 |
|---|---|
| Citations per year | 5,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |