模拟教学经历会影响小学职前教师促进数学和科学中以论证为中心的讨论的能力吗?

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2022-12-30 DOI:10.1177/00224871221142842

Jamie N. Mikeska, Heather Howell, Devon Kinsey

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引用次数: 3

摘要

近年来，学者们提倡将教师实践作为教师学习的场所。最近，包括模拟教室在内的在线数字空间的激增，为基于实践的教师教育的新方法铺平了道路。然而，有限的研究调查了在线、模拟教学体验的使用在多大程度上以及如何促进教师对核心教学实践的学习。摘要本研究旨在探讨将模拟教学经验纳入教师教育课程是否会影响职前教师学习，以及如何影响职前教师学习。研究结果表明，在小学教师教育方法课程中使用模拟教学经验，有证据表明，pst参与一项核心教学实践的能力有统计学上的显著增长:促进以论证为中心的讨论。

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

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.

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).