Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Autor/inn/en	Kaka, Sarah J.; Littenberg-Tobias, Joshua; Kessner, Taylor; Francis, Anthony Tuf; Kennett, Katrina; Marvez, G.; Reich, Justin
Titel	Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues
Quelle	In: Journal of Technology and Teacher Education, 29 (2021) 1, S.67-90 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Computer Simulation; Web Based Instruction; Preservice Teacher Education; Preservice Teachers; Graduate Students; Undergraduate Students; Secondary School Curriculum; Social Studies; Controversial Issues (Course Content); Facilitators (Individuals); Group Discussion; Discussion (Teaching Technique); Self Efficacy; Teacher Role + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Web Based Training; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gemeinschaftskunde; Controversial issues; Kontroverse; Gruppendiskussion; Self-efficacy; Selbstwirksamkeit; Lehrerrolle
Abstract	The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from centering such discussions in their classrooms, often for fear of reprisal should these discussions go awry. It thus falls to social studies teacher educators to rethink how we prepare future teachers. This paper reports on a study that incorporated digital simulations of controversial issues into three preservice social studies teacher preparation methods courses to help develop high-leverage practices associated with leading whole-group discussions. Case study analysis suggests participants developed greater fluency with the teacher moves they practiced in the simulation. Accordingly, participants' developed greater confidence with and perceived importance of facilitating discussions of controversial issues in their future classrooms. Implications and directions for future research are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01