PME-NA

"Why Does it Work?" Teacher Educator Feedback in Simulations about Teacher Candidates' Eliciting Student Thinking

• In Event: "Why Does it Work?" Teacher Educator Feedback in Simulations about Teacher Candidates' Eliciting Student Thinking

Description

Our paper supports a growing body of research focused on how approximations of practice can be used to support teacher candidates’ capabilities with teaching. We studied a specific type of approximation of practice, teaching simulations, that provided teacher candidates repeated opportunities to engage in and receive feedback on eliciting student thinking. Our analysis examined the nature of a teacher educator’s feedback immediately following a simulation and the ways in which teacher candidates took up the feedback in a subsequent simulation.

Authors

• Ben Freeburn, Boston University

• Brit Claiborne, Boston University

• Meghan Shaughnessy, Boston University

• Nicole Garcia, University of Michigan - Ann Arbor

• Tim Boerst, UM