Search results for: Dotger Benjamin H.
Page 1/1 6 items
This study examines how preservice teachers (PTs) engage in a mathematics simulation focused on iconic interpretation. The data reported herein show how a clinical simulation illuminates PTs’ mathematical knowledge, instructional abilities, and practices in need of refinement. Simulations allow the authors to see PTs practicing, making mistakes, and using data to build from within and from each other. For educators vested in the development of future educators, the simulation concept and resulting data sets are extending our views of ‘clinical preparation’.
Updated: Jul. 19, 2017
This paper outlines the diffusion of one such pedagogy from medical to teacher education. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.
Updated: Dec. 06, 2015
Because Wisdom Can’t Be Told: Using Comparison of Simulated Parent–Teacher Conferences to Assess Teacher Candidates’ Readiness for Family–School Partnership
This study assessed teacher candidates’ readiness for parent involvement. Specifically, the study used a text-based case and carefully selected videos of simulated parent–teacher conferences to explore teacher candidates’ awareness and use of two dimensions of interpersonal communication: responsiveness and structuring. The findings revealed that candidates felt highly confident about their ability to communicate with students’ families; their levels of efficacy did not align with their actual skills: candidates made limited use of a small range of effective communication strategies; and the candidates could discriminate between effective and less-effective models of professional practice.
Updated: Mar. 18, 2014
Exploring the Emotional Geographies of Parent–Teacher Candidate Interactions: An Emerging Signature Pedagogy
This article explores preservice teachers’ emotional responses to simulated parent–teacher conferences. This article examines data collected during the teachers’ post-simulation debriefings, focusing specifically on their emotional responses to their interactions with standardized parents across six distinct parent conferencing contexts. The post-simulation data reflect the emergence of emotional geographies between teacher candidates and standardized parents as they engage in simulated parent–teacher conferences. The data provide evidence of candidates’ wrestling with a professional geography. Furthermore, teacher candidates report being frustrated and angry with themselves as they immediately experience an expansion of their moral geography.
Updated: Oct. 09, 2013
This article examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. The authors, therefore, designed an intervention where these future teachers would articulate their belief systems to other school professionals. Data indicate that teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms.
Updated: Oct. 26, 2010
“I Had No Idea”: Developing Dispositional Awareness and Sensitivity through a Cross-Professional Pedagogy
The current research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, this research focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences.
Updated: Aug. 17, 2010