Engaging With Avatars: A Study of Preservice Teacher Learning in Immersive Field Experiences

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Innovative Digital Platforms and Their Role in Enhancing Learning Experiences and Teacher Training (Table 8)

Abstract

Through this self-study of teacher education practices (SSTEP) research paper presentation, three literacy teacher educators discuss research into collaboratively coached virtual teaching events.This research seeks to describe the ways teaching rehearsals affect the practices of preservice elementary education students. Through two courses, redesigned to include assignments where preservice teachers (PSTs) interact with avatars, we collected multiple artifacts of teaching to glean information on PSTs’ learning. We completed content analyses of PSTs’ teaching plans; written reflections on teaching; utilized an observation protocol during observations and discussions. Preliminary results indicate that PSTs began to hone in on features of planning and teaching more salient to student learning, and have begun to develop a shared vocabulary for discussing teaching in developmental terms.

Authors

• Margaret Polizos Peterson, University of Maryland

• Loren Jones, University of Maryland

• Shannon M. Kane, University of Maryland