Evaluating the validity of SimTeach lessons as an alternative to face-to-face classroom observations.
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| Title: | Evaluating the validity of SimTeach lessons as an alternative to face-to-face classroom observations. |
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| Authors: | Syed, Sabrina1 ssyed@csu.edu.au, Bates, Claire2, Prieto-Rodriguez, Elena2, Ledger, Susan2 |
| Source: | Australasian Journal of Educational Technology. 2025, Vol. 41 Issue 6, p18-35. 18p. |
| Subject Terms: | *Observation (Educational method), *Computer simulation, *Professional education, *Teacher education, *Virtual classrooms, *Student engagement, *Effective teaching |
| Abstract: | Class observations are a widely used form of professional development. They are also used for measuring teaching quality of both in-service and pre-service teachers. While they have demonstrated benefits when utilised as a form of professional development, if used for evaluative purposes, they can be overwhelming for teachers, students and observers alike. This study aims to explore whether observing simulated lessons is a valid alternative to traditional physical classroom observations. To do so, we analysed 20 recorded mathematics lessons taught using SimTeach, a virtual simulation platform. The observations employed the quality teaching model as a framework for measuring teaching quality. The analysis provided us with a measure of participants' teaching quality and revealed no significant differences between the two forms of observation. Though simulated lessons have proven effective in assessing teaching quality, direct observation in a physical classroom remains essential for a comprehensive understanding of student learning. This is because student engagement in a simulated environment is not entirely authentic, as responses are provided by professional actors and class sizes limited to five. While these responses may resemble those of real students, they do not fully capture the genuine interactions, emotions and learning dynamics present in an actual classroom setting. Implications for practice or policy • Live simulation experiences enhance teaching effectiveness and serve as a valuable tool for teachers' professional development. • Simulated platforms present a promising alternative to traditional classroom observations for measuring teaching quality. • Initial teacher educators should consider simulated lesson observations as an alternative to providing feedback to students on teaching practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190924774 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evaluating the validity of SimTeach lessons as an alternative to face-to-face classroom observations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Syed%2C+Sabrina%22">Syed, Sabrina</searchLink><relatesTo>1</relatesTo><i> ssyed@csu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Bates%2C+Claire%22">Bates, Claire</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Prieto-Rodriguez%2C+Elena%22">Prieto-Rodriguez, Elena</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ledger%2C+Susan%22">Ledger, Susan</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2025, Vol. 41 Issue 6, p18-35. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Class observations are a widely used form of professional development. They are also used for measuring teaching quality of both in-service and pre-service teachers. While they have demonstrated benefits when utilised as a form of professional development, if used for evaluative purposes, they can be overwhelming for teachers, students and observers alike. This study aims to explore whether observing simulated lessons is a valid alternative to traditional physical classroom observations. To do so, we analysed 20 recorded mathematics lessons taught using SimTeach, a virtual simulation platform. The observations employed the quality teaching model as a framework for measuring teaching quality. The analysis provided us with a measure of participants' teaching quality and revealed no significant differences between the two forms of observation. Though simulated lessons have proven effective in assessing teaching quality, direct observation in a physical classroom remains essential for a comprehensive understanding of student learning. This is because student engagement in a simulated environment is not entirely authentic, as responses are provided by professional actors and class sizes limited to five. While these responses may resemble those of real students, they do not fully capture the genuine interactions, emotions and learning dynamics present in an actual classroom setting. Implications for practice or policy • Live simulation experiences enhance teaching effectiveness and serve as a valuable tool for teachers' professional development. • Simulated platforms present a promising alternative to traditional classroom observations for measuring teaching quality. • Initial teacher educators should consider simulated lesson observations as an alternative to providing feedback to students on teaching practice. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190924774 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 18 Subjects: – SubjectFull: Observation (Educational method) Type: general – SubjectFull: Computer simulation Type: general – SubjectFull: Professional education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Virtual classrooms Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Effective teaching Type: general Titles: – TitleFull: Evaluating the validity of SimTeach lessons as an alternative to face-to-face classroom observations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Syed, Sabrina – PersonEntity: Name: NameFull: Bates, Claire – PersonEntity: Name: NameFull: Prieto-Rodriguez, Elena – PersonEntity: Name: NameFull: Ledger, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 41 – Type: issue Value: 6 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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