Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning

Jamie N. Mikeska, Jared Webb, Liza Bondurant, Minsung Kwon, Lori Imasiku, Heather N. Domjan, Heather Howell
ISBN13: 9781799882985|ISBN10: 1799882985|EISBN13: 9781799883005
DOI: 10.4018/978-1-7998-8298-5.ch004
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MLA

Mikeska, Jamie N., et al. "Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning." Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, edited by Prince Hycy Bull and Gerrelyn Chunn Patterson, IGI Global, 2022, pp. 46-78. https://doi.org/10.4018/978-1-7998-8298-5.ch004

APA

Mikeska, J. N., Webb, J., Bondurant, L., Kwon, M., Imasiku, L., Domjan, H. N., & Howell, H. (2022). Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning. In P. Bull & G. Patterson (Eds.), Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era (pp. 46-78). IGI Global. https://doi.org/10.4018/978-1-7998-8298-5.ch004

Chicago

Mikeska, Jamie N., et al. "Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning." In Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era, edited by Prince Hycy Bull and Gerrelyn Chunn Patterson, 46-78. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8298-5.ch004

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Abstract

This chapter provides a set of recommendations for teacher educators interested in using simulated teaching experiences to support teacher learning of pedagogical practice in the post-COVID era. Built from existing research, the recommendations from the study come from lessons learned as five elementary mathematics and science teacher educators used a simulated teaching experience to support preservice teacher learning during the COVID-19 pandemic. The authors begin by situating this work in the larger context of practice-based teacher education and then provide an in-depth description of how five teacher educators at different universities integrated a simulated teaching experience into their elementary mathematics or science methods course. The chapter ends with a discussion of lessons learned and how educator preparation programs and teacher educators can leverage the opportunities created by using simulated teaching experiences in the post-COVID era.

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