Teacher preparation programs are beginning to embrace new ways for teacher candidates to practice enacting complex professional activities, such as digital simulations. It can be challenging for teacher educators to support teacher candidates in learning through these experiences when the records of practice are stored in audio or video files. This article discusses a portal being developed through design-based to allow teacher educators to access and efficiently process records of teacher candidates’ performance from a digital simulation. A pilot study was conducted to see how two teacher educators used a prototyped portal to plan and facilitate a post-simulation debriefing with five teacher candidates, and to identify additional opportunities to foster teacher candidate learning. Findings suggest that accessing short transcripts of teacher candidate performance supported teacher educators in planning a debriefing that was grounded in clear learning objectives and responsive to teacher candidates’ needs, while using the data from the portal to make practice public during the debriefing created opportunities for targeted feedback and supported meaning-making
Moore, M., Ng, K., Kim, Y., Robinson, K., Thompson, M., & Reich, J. (2019, February 12). Debriefing Digital Simulations: Exploring Designs that Support Teacher Educators in Using Teacher Candidate Performance Data. https://doi.org/10.31235/osf.io/pwqb8
Moore, Meredith, et al. “Debriefing Digital Simulations: Exploring Designs That Support Teacher Educators in Using Teacher Candidate Performance Data.” SocArXiv, 12 Feb. 2019. Web.
Moore, Meredith, Kevin Ng, YJ Kim, Kevin Robinson, Meredith Thompson, and Justin Reich. 2019. “Debriefing Digital Simulations: Exploring Designs That Support Teacher Educators in Using Teacher Candidate Performance Data.” SocArXiv. February 12. doi:10.31235/osf.io/pwqb8.
Simulating more Equitable Discussions: Using Teacher Moments And Practice Based Teacher Education In Mathematical Professional Learning
Let’s hit the refresh button (a couple of times): Reimagining math curriculum and teacher learning to broaden participation in the math of the future