Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs
Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2020-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/10/7/184 |
| _version_ | 1797562078281596928 |
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| author | Melanie Landon-Hays Maria B. Peterson-Ahmad Andrea Dawn Frazier |
| author_facet | Melanie Landon-Hays Maria B. Peterson-Ahmad Andrea Dawn Frazier |
| author_sort | Melanie Landon-Hays |
| collection | DOAJ |
| description | Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses in both the general and special education graduate-level educator preparation programs (EPPs) to infuse learning experiences through a simulated learning environment (Mursion) to help bridge teacher candidates’ coursework and field experiences, offering them robust experience with high leverage practices and technology that increases their own competency. Data from this study demonstrated that preservice teacher candidate work within the Mursion simulated learning environment increased use of high leverage practices related to strategic teaching, collaboration, differentiation, and providing feedback. Implications for instructional coaching, microteaching, repeated practice, and closing the research to practice gap are discussed. |
| first_indexed | 2024-03-10T18:23:30Z |
| format | Article |
| id | doaj.art-34037812f4da4f05b1a151eb49c7cab7 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T18:23:30Z |
| publishDate | 2020-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-34037812f4da4f05b1a151eb49c7cab72023-11-20T07:11:25ZengMDPI AGEducation Sciences2227-71022020-07-0110718410.3390/educsci10070184Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation ProgramsMelanie Landon-Hays0Maria B. Peterson-Ahmad1Andrea Dawn Frazier2Division of Education and Leadership, Western Oregon University, Monmouth, OR 97361, USACollege of Professional Education, Texas Woman’s University, Denton, TX 76204, USADepartment of Teacher Education, Leadership, and Counseling, Columbus State University, Columbus, GA 31907, USAEducator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses in both the general and special education graduate-level educator preparation programs (EPPs) to infuse learning experiences through a simulated learning environment (Mursion) to help bridge teacher candidates’ coursework and field experiences, offering them robust experience with high leverage practices and technology that increases their own competency. Data from this study demonstrated that preservice teacher candidate work within the Mursion simulated learning environment increased use of high leverage practices related to strategic teaching, collaboration, differentiation, and providing feedback. Implications for instructional coaching, microteaching, repeated practice, and closing the research to practice gap are discussed.https://www.mdpi.com/2227-7102/10/7/184simulated learning environmentinstructional coachingself-efficacyinclusionhigh leverage practicesgeneral education |
| spellingShingle | Melanie Landon-Hays Maria B. Peterson-Ahmad Andrea Dawn Frazier Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs Education Sciences simulated learning environment instructional coaching self-efficacy inclusion high leverage practices general education |
| title | Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs |
| title_full | Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs |
| title_fullStr | Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs |
| title_full_unstemmed | Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs |
| title_short | Learning to Teach: How a Simulated Learning Environment Can Connect Theory to Practice in General and Special Education Educator Preparation Programs |
| title_sort | learning to teach how a simulated learning environment can connect theory to practice in general and special education educator preparation programs |
| topic | simulated learning environment instructional coaching self-efficacy inclusion high leverage practices general education |
| url | https://www.mdpi.com/2227-7102/10/7/184 |
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