Making the Most of Practice: Comparing Candidates' Experiences of Learning in Simulations Across Teacher Preparation Programs

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Research Insights Into Teacher Preparation and Training (Table 13)

Abstract

Mixed-reality simulations (MRS) are a promising technology for novice teachers to practice instruction before teaching real students. In MRS, novices interact with avatars who are controlled in real time by a trained actor, allowing novices to practice in a low-stakes environment. While research shows that preservice teachers can improve their teaching skills during practice, little is known about how these technologies are incorporated within TPPs, including what elements facilitate or impede learning in simulations. Our study examines how candidates at a variety of TPPs experience a series of simulations. We use an into, through, and beyond framework to understand how programmatic sequencing with coursework and clinical teaching placements influence candidates' experiences. Preliminary findings suggest the value of TPPs' provision of differentiated supports into, through, and beyond simulated practice opportunities for candidates at different stages of preparation.

Author

• Kristyn Wilson, University of Virginia
  Presenting Author