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Teacher Educators as Designers: Integrating Digital Simulations into Methods Courses

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Title: Teacher Educators as Designers: Integrating Digital Simulations into Methods Courses
Language: English
Authors: Pamela S. Lottero-Perdue, Howell Heather, Pavneet Kaur Bharaj, Meredith Park Rogers, Dionne Cross Francis, Adam V. Maltese, Calli Shekell, Jamie N. Mikeska
Source: Contemporary Issues in Technology and Teacher Education (CITE Journal). 2024 24(4).
Availability: Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Peer Reviewed: Y
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2037983
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Educators, Instructional Design, Technology Integration, Computer Simulation, Methods Courses, Preservice Teachers, Persuasive Discourse, Questioning Techniques, Intellectual Disciplines, Preservice Teacher Education
ISSN: 1528-5804
Abstract: In this study, three math and three science teacher educators (TEs) were positioned as designers of instruction. The investigation considered how TEs supported preservice teachers (PSTs) to learn to facilitate argumentation discussions using two digital simulations. Research questions were (a) How did TEs engage in instructional design around the simulations? and (b) What would TEs do differently if they were able to iterate in another semester? Using a convergent parallel mixed methods design, largely qualitative data were gathered, including from observations, surveys, written reflections, and interviews. An iterative, collaborative approach to qualitative data employed both a priori and emergent coding. Most TEs identified instructional goals and activities that focused on argumentation, questioning, disciplinary content, and student ideas. Half or more TEs cited these topics in their assessment of what PSTs learned. Overall, this study supports that positioning TEs as instructional designers is a contribution to the field's collective understanding of a pedagogy of teacher education. Further, the study may help researchers investigating TEs' instructional practices better understand the variability of contexts in which instructional design occurs and has implications for the types of supports designers of digital simulations could provide TEs.
Abstractor: As Provided
Entry Date: 2024
Access URL: https://citejournal.org/volume-24/issue-4-24/general/teacher-educators-as-designers-integrating-digital-simulations-into-methods-courses
Accession Number: EJ1453423
Database: ERIC
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  Data: Teacher Educators as Designers: Integrating Digital Simulations into Methods Courses
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  Data: <searchLink fieldCode="AR" term="%22Pamela+S%2E+Lottero-Perdue%22">Pamela S. Lottero-Perdue</searchLink><br /><searchLink fieldCode="AR" term="%22Howell+Heather%22">Howell Heather</searchLink><br /><searchLink fieldCode="AR" term="%22Pavneet+Kaur+Bharaj%22">Pavneet Kaur Bharaj</searchLink><br /><searchLink fieldCode="AR" term="%22Meredith+Park+Rogers%22">Meredith Park Rogers</searchLink><br /><searchLink fieldCode="AR" term="%22Dionne+Cross+Francis%22">Dionne Cross Francis</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+V%2E+Maltese%22">Adam V. Maltese</searchLink><br /><searchLink fieldCode="AR" term="%22Calli+Shekell%22">Calli Shekell</searchLink><br /><searchLink fieldCode="AR" term="%22Jamie+N%2E+Mikeska%22">Jamie N. Mikeska</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Contemporary+Issues+in+Technology+and+Teacher+Education+%28CITE+Journal%29%22"><i>Contemporary Issues in Technology and Teacher Education (CITE Journal)</i></searchLink>. 2024 24(4).
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  Data: Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
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  Data: In this study, three math and three science teacher educators (TEs) were positioned as designers of instruction. The investigation considered how TEs supported preservice teachers (PSTs) to learn to facilitate argumentation discussions using two digital simulations. Research questions were (a) How did TEs engage in instructional design around the simulations? and (b) What would TEs do differently if they were able to iterate in another semester? Using a convergent parallel mixed methods design, largely qualitative data were gathered, including from observations, surveys, written reflections, and interviews. An iterative, collaborative approach to qualitative data employed both a priori and emergent coding. Most TEs identified instructional goals and activities that focused on argumentation, questioning, disciplinary content, and student ideas. Half or more TEs cited these topics in their assessment of what PSTs learned. Overall, this study supports that positioning TEs as instructional designers is a contribution to the field's collective understanding of a pedagogy of teacher education. Further, the study may help researchers investigating TEs' instructional practices better understand the variability of contexts in which instructional design occurs and has implications for the types of supports designers of digital simulations could provide TEs.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Questioning Techniques
        Type: general
      – SubjectFull: Intellectual Disciplines
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
    Titles:
      – TitleFull: Teacher Educators as Designers: Integrating Digital Simulations into Methods Courses
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Pamela S. Lottero-Perdue
      – PersonEntity:
          Name:
            NameFull: Howell Heather
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            NameFull: Pavneet Kaur Bharaj
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            NameFull: Meredith Park Rogers
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            NameFull: Dionne Cross Francis
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            NameFull: Adam V. Maltese
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            NameFull: Calli Shekell
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            NameFull: Jamie N. Mikeska
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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            – Type: issn-electronic
              Value: 1528-5804
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              Value: 24
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