Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic
Abstract Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers’ opportunities to engage in classroom-based p...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-06-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-022-00054-1 |
| _version_ | 1818228224785645568 |
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| author | Jamie N. Mikeska Heather Howell Devon Kinsey |
| author_facet | Jamie N. Mikeska Heather Howell Devon Kinsey |
| author_sort | Jamie N. Mikeska |
| collection | DOAJ |
| description | Abstract Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers’ opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included. |
| first_indexed | 2024-12-12T09:59:19Z |
| format | Article |
| id | doaj.art-a40332097eca4f88aed29547dcaf0c61 |
| institution | Directory Open Access Journal |
| issn | 2662-2300 |
| language | English |
| last_indexed | 2024-12-12T09:59:19Z |
| publishDate | 2022-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Disciplinary and Interdisciplinary Science Education Research |
| spelling | doaj.art-a40332097eca4f88aed29547dcaf0c612022-12-22T00:28:01ZengSpringerOpenDisciplinary and Interdisciplinary Science Education Research2662-23002022-06-014112010.1186/s43031-022-00054-1Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemicJamie N. Mikeska0Heather Howell1Devon Kinsey2ETS Educational Testing ServiceETS Educational Testing ServiceETS Educational Testing ServiceAbstract Educator preparation programs experienced extreme challenges during the COVID-19 pandemic, as many universities and K-12 schools moved to fully online or hybrid instructional models. These abrupt changes significantly limited preservice teachers’ opportunities to engage in classroom-based practice teaching experiences, which are a bedrock of educator preparation programs to support preservice teachers in learning how to teach effectively. In this study, we examined the usability and viability of integrating simulated teaching experiences, which occur in an online, virtual classroom environment consisting of five student avatars, into elementary science method courses during the COVID-19 pandemic to prepare preservice science teachers to engage in one critical science teaching practice: facilitating discussions that engage students in scientific argumentation. This study uses qualitative content analysis of survey data and a focus group interview to identify patterns and themes in how four elementary science teacher educators and 49 of their preservice teachers perceived the use of this tool within elementary science teacher education, particularly the opportunities and challenges this tool afforded during the pandemic and possibilities for use in the post-COVID era. Study findings suggest that these elementary science teacher educators and preservice teachers perceived the simulated teaching experience as valuable for supporting teacher learning, addressing COVID-related challenges, and tackling perennial challenges in science teacher education. They also noted challenges related to implementation and concerns with future access. A discussion of key factors that may support and hinder the use of such tools within elementary science teacher education and implications for leveraging lessons learned post-COVID are included.https://doi.org/10.1186/s43031-022-00054-1ArgumentationDiscussionsElementaryPractice-based teacher educationScienceSimulated teaching |
| spellingShingle | Jamie N. Mikeska Heather Howell Devon Kinsey Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic Disciplinary and Interdisciplinary Science Education Research Argumentation Discussions Elementary Practice-based teacher education Science Simulated teaching |
| title | Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic |
| title_full | Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic |
| title_fullStr | Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic |
| title_full_unstemmed | Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic |
| title_short | Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic |
| title_sort | examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the covid 19 pandemic |
| topic | Argumentation Discussions Elementary Practice-based teacher education Science Simulated teaching |
| url | https://doi.org/10.1186/s43031-022-00054-1 |
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