Embedding simulated learning opportunities for teacher candidate pedagogical development throughout a pandemic

Date

2022

Authors

Peterson-Ahmad, Maria B.
Hurlbut, Amanda

Journal Title

Journal ISSN

Volume Title

Publisher

Texas Association of Teacher Educators

Abstract

COVID-19 caused K-12 schools across the United States to close starting in the spring of 2020, which cascaded back to educator preparation programs (EPPs), greatly reducing and altering the clinical practice experiences of teacher candidates. This continued into the 2020-21 academic year as schools in many communities remained closed for in-person instruction (Goldhaber & Theobald, n.d.). The pandemic directly impacted the extent to which teacher candidates gained any experience in the ‘practice’ of teaching due to these school closures. Lessons learned from the pandemic have informed how practice opportunities for teacher candidates are provided and must be modified. Technology, through use of a simulated learning environment, is one way that can afford teacher candidates practice opportunities regardless of closures or limited in-person opportunities and it is worthy of consideration across EPPs.

Description

Keywords

Pre-service teacher, Simulated learning, Technology

Citation

This is a published version of a paper that is available at: https://txate.org/resources/Documents/Forum%202022-%20Final%20-%20Peterson-Ahmad%20and%20Hurlbut.pdf. Recommended citation: Peterson-Ahmad, M. B., & Hurlbut, A. (2022). Embedding simulated learning opportunities for teacher candidate pedagogical development throughout a pandemic. The Texas Forum of Teacher Education, 12, 97–103. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.