June 13 2018
Exploring Authenticity and Playfulness in Teacher Practice Spaces
Kesiena Owho-Ovuakporie*, Meredith Thompson*, Kevin Robinson, Yoon Jeon Kim, Justin Reich
Teacher practice spaces are learning experiences, inspired by games and simulations, that allow novice teachers to rehearse for and reflect on important decisions in teaching. Practice-based teacher educators use various approaches to simulation in methods courses, and these simulations often attempt to holistically replicate the complexity of teaching conditions. In this, we present a range of practice spaces that don’t attempt to replicate teaching, but explore design spaces with varying levels of authenticity. We define four dimensions of authenticity in teaching simulations: authenticity of complexity, of situation, of role, and of task. We discuss how these different dimensions of authenticity intersect with playfulness in the examination of five case studies of teacher practice spaces. We hypothesize that authenticity of task is essential to most teacher practice spaces, but interesting new design spaces can be found by moving away from other dimensions of authenticity.
Reich, J., Kim, Y., Robinson, K., Roy, D., & Thompson, M. (2018, June 13). Exploring Authenticity and Playfulness in Teacher Practice Spaces. https://doi.org/10.31235/osf.io/pqmgs
Reich, Justin, et al. “Exploring Authenticity and Playfulness in Teacher Practice Spaces.” SocArXiv, 13 June 2018. Web.
Reich, Justin, YJ Kim, Kevin Robinson, Dan Roy, and Meredith Thompson. 2018. “Exploring Authenticity and Playfulness in Teacher Practice Spaces.” SocArXiv. June 13. doi:10.31235/osf.io/pqmgs.
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