Understanding the Role of Simulations in K-12 Mathematics and Science Teacher Education: Outcomes from a Teacher Education Simulation Conference
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| Title: | Understanding the Role of Simulations in K-12 Mathematics and Science Teacher Education: Outcomes from a Teacher Education Simulation Conference |
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| Language: | English |
| Authors: | Mikeska, Jamie N., Howell, Heather, Dieker, Lisa, Hynes, Michael |
| Source: | Contemporary Issues in Technology and Teacher Education (CITE Journal). 2021 21(3). |
| Availability: | Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/ |
| Peer Reviewed: | Y |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1813476 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Simulation, Teaching Methods, Teacher Education, Elementary School Mathematics, Elementary School Science, Secondary School Mathematics, Secondary School Science, Conferences (Gatherings), Role, Preservice Teachers |
| ISSN: | 1528-5804 |
| Abstract: | This article reports outcomes from a working conference focused on the role of simulations in K-12 mathematics and science teacher education. The authors synthesized work shared via conference papers and presentations organized around three questions: (a) How are simulations defined and used? (b) How do simulations work? and (c) What evidence is being collected and what evidence should be collected about the use of simulations to prepare K-12 mathematics and science teachers? Results suggested that, while simulations vary in terms of format and foci, one common element is that they serve as responsive and interactive learning spaces where preservice and in-service teachers can rehearse critical instructional practices essential to the work of teaching in these disciplines. Attendees noted the importance of learning cycles to achieve the full benefit of these simulations to promote teachers' learning and advocated for using experimental and quasi-experimental designs to better understand for whom, under what conditions, and for what purposes simulations are best used to prepare K-12 mathematics and science teachers. Connections to and implications for ongoing work within mathematics and science practice-based teacher education are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Access URL: | https://citejournal.org/volume-21/issue-3-21/general/understanding-the-role-of-simulations-in-k-12-mathematics-and-science-teacher-education-outcomes-from-a-teacher-education-simulation-conference/ |
| Accession Number: | EJ1316802 |
| Database: | ERIC |
| Abstract: | This article reports outcomes from a working conference focused on the role of simulations in K-12 mathematics and science teacher education. The authors synthesized work shared via conference papers and presentations organized around three questions: (a) How are simulations defined and used? (b) How do simulations work? and (c) What evidence is being collected and what evidence should be collected about the use of simulations to prepare K-12 mathematics and science teachers? Results suggested that, while simulations vary in terms of format and foci, one common element is that they serve as responsive and interactive learning spaces where preservice and in-service teachers can rehearse critical instructional practices essential to the work of teaching in these disciplines. Attendees noted the importance of learning cycles to achieve the full benefit of these simulations to promote teachers' learning and advocated for using experimental and quasi-experimental designs to better understand for whom, under what conditions, and for what purposes simulations are best used to prepare K-12 mathematics and science teachers. Connections to and implications for ongoing work within mathematics and science practice-based teacher education are discussed. |
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| ISSN: | 1528-5804 |
