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Exploring Teacher Problem Solving Using Simulation

Exploring Teacher Problem Solving Using Simulation

Mark Girod
Copyright: © 2009 |Pages: 19
ISBN13: 9781605663227|ISBN10: 1605663220|ISBN13 Softcover: 9781616925857|EISBN13: 9781605663234
DOI: 10.4018/978-1-60566-322-7.ch011
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MLA

Girod, Mark. "Exploring Teacher Problem Solving Using Simulation." Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, IGI Global, 2009, pp. 208-226. https://doi.org/10.4018/978-1-60566-322-7.ch011

APA

Girod, M. (2009). Exploring Teacher Problem Solving Using Simulation. In D. Gibson & Y. Baek (Eds.), Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments (pp. 208-226). IGI Global. https://doi.org/10.4018/978-1-60566-322-7.ch011

Chicago

Girod, Mark. "Exploring Teacher Problem Solving Using Simulation." In Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, 208-226. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-322-7.ch011

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Abstract

Teacher education is currently facing pressures to demonstrate efficacy in preparing teachers who can affect P-12 student learning gains. Teacher work sampling is one pedagogical framework useful in helping candidates connect their teaching actions to the learning of students. The Cook School District simulation is a web-based environment in which teacher candidates can practice this “connecting teaching and learning” using the framework of teacher work sampling. Though expert-novice investigations were popular during the 1970s and 80s, recent methodological, conceptual, and technical developments have occurred and teacher education may benefit by revisiting these types of studies in an effort to gather empirical knowledge of teacher problem solving and the support of P-12 student learning. In this vein, teacher problem solving was explored using the Cook simulation and important differences between more and less experienced teachers were found on problem framing, problem analyzing, and solution development activities.

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