研究在新冠肺炎大流行期间和之后使用模拟课堂环境为职前科学教师做好准备的可用性和可行性。

Jamie N Mikeska, Heather Howell, Devon Kinsey
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引用次数: 4

摘要

新冠肺炎大流行期间,随着许多大学和K-12学校转向完全在线或混合教学模式,教育工作者准备计划面临着极端挑战。这些突然的变化极大地限制了职前教师参与课堂实践教学体验的机会,而课堂实践教学经验是支持职前教师学习如何有效教学的教育工作者准备计划的基础。在这项研究中,我们检验了整合模拟教学体验的可用性和可行性,模拟教学体验发生在由五个学生化身组成的在线虚拟课堂环境中,在新冠肺炎大流行期间进入基础科学方法课程,为职前科学教师参与一项关键的科学教学实践做好准备:促进学生参与科学论证的讨论。本研究使用调查数据的定性内容分析和焦点小组访谈来确定四名基础科学教师教育工作者及其49名职前教师如何看待基础科学教师教学中使用该工具的模式和主题,特别是该工具在疫情期间提供的机遇和挑战,以及在后新冠肺炎时代使用的可能性。研究结果表明,这些基础科学教师教育工作者和职前教师认为模拟教学经验对支持教师学习、应对新冠肺炎相关挑战和应对科学教师教育中的长期挑战很有价值。他们还注意到与执行有关的挑战以及对未来获取的关切。讨论了可能支持和阻碍在基础科学教师教育中使用此类工具的关键因素,以及对利用新冠肺炎后的经验教训的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic.

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic.

Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers' opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included.

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