Teacher Professional Learning Using Simulation: A Delphi Study

Autor/inn/en	Donehower Paul, Claire; Bukaty, Caitlyn A.; Dieker, Lisa
Titel	Teacher Professional Learning Using Simulation: A Delphi Study
Quelle	In: Teacher Development, 24 (2020) 1, S.21-32 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donehower Paul, Claire) ORCID (Bukaty, Caitlyn A.) ORCID (Dieker, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1694574
Schlagwörter	Simulated Environment; Teacher Behavior; Teacher Competencies; Preservice Teacher Education; Inservice Teacher Education; Faculty Development; Interpersonal Communication; Teaching Skills; Skill Development; Questioning Techniques; Classroom Techniques; Classroom Environment; Teaching Methods; Feedback (Response); Student Evaluation; Discussion (Teaching Technique); Prior Learning; Group Activities; Thinking Skills; Knowledge Level; Teacher Student Relationship; Educational Games + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Teacher behaviour; Lehrerverhalten; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Interpersonale Kommunikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Befragungstechnik; Fragetechnik; Klassenführung; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Vorkenntnisse; Gruppenaktivität; Denkfähigkeit; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational game; Lernspiel
Abstract	Over the last 15 years educational organizations, researchers, and practitioners have developed frameworks for teacher effectiveness. These frameworks were established in an effort to define 'good teaching' and have ultimately informed the process of teacher evaluation. Simultaneously, new tools, such as simulation, have emerged to support teacher preparation and professional development. As simulation becomes more widely used in education, teacher educators and educational administrators need guidance on what teaching skills to target to maximize the impact of simulation-based professional development. This study utilized the Delphi methodology to validate a list of teacher behaviors for learning and observation in a simulated environment. Through a two-round process, teacher preparation experts were asked to identify teacher behaviors that are both necessary for effective to teachers to possess and appropriate to target using simulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01