February 19–21, 2019
The Simulations in Teacher Education conference (NSF Grant #1813476) was facilitated by Educational Testing Service and the University of Central Florida in February 2019, and was aimed toward building a research and development agenda for examining the role of simulations in K–12 science and mathematics teacher education. The conference was structured to provide opportunities for attendees to share their current research, theoretical models, conceptual views, and use cases focused on the design and use of simulations for building and assessing K–12 science and mathematics teachers’ competencies. View the NSF Video Showcase.
The conference was organized around a number of major goals including:
- defining how simulations (technologically mediated and face-to-face formats) are conceptualized, operationalized, and utilized in K–12 science and mathematics teacher education;
- documenting and determining the challenges and affordances of the varied contexts, audiences, and purposes for which simulations are used in K–12 science and mathematics teacher education and the variety of investigation methods and research questions employed to investigate the use of simulations in these settings;
- making explicit the theories of action and conceptual views undergirding the various simulation models being used in K–12 science and mathematics teacher education; and
- determining implications of the current research and development work in this space and establishing an agenda for studying the use of simulations in K–12 science and mathematics teacher education.
Prior to the start of the conference, each conference attendee — working either individually or with a small team — authored a brief paper to describe the focus of their current work developing, using, and/or studying the role of simulations in K–12 science and mathematics teacher education. In addition to an overview, each short paper included a description of the project’s guiding theory of action explaining how the key features of the simulation model being used are hypothesized to develop teachers’ competencies. Each short paper also described the project’s main research findings (if applicable) and learnings, and posed some ideas and questions about future directions for work in this area.
Following their short paper submissions, each conference attendee had an opportunity to read and review a set of four short papers written by other conference attendees about their current work developing, using, and/or studying the role of simulations in K–12 science and mathematics teacher education. After reading these short papers, each conference attendee then authored a paper to synthesize ideas across the various projects. Each synthesis paper highlighted observations about the commonalities and/or differences in how the authors of the short papers define simulations, in the theories of action used, and in the lines of research and development described.
Below are some of the conference activities. View the full conference schedule.
- Simulations as Approximations of Practice: New Ways to Understand and Improve Teaching
Julia Jackson Cohen, University of Virginia
Plenary Session #1: Exploring Use Cases and Assessment Design — Simulation Models and Theories of Action in Science
- Pre-service Middle School Science Teachers Practice Leading Discussions with Virtual Avatars
Daniel M. Levin, University of Maryland — College Park
- Learning to Notice Elementary Students’ Ideas and Use of Science Practices in Tool-Supported Rehearsals
Amanda Benedict-Chambers, Missouri State University
- Maximizing Data Collection During a Teaching Observation, For Analysis, Feedback, and Reflection in the Context of Teaching Simulations Using an App-based Tool
Craig Berg, University of Wisconsin — Milwaukee
- Simulated Student Interviews for Pre-service Elementary Science Teaching
Elizabeth A. Davis, University of Michigan
Plenary Session #2: Exploring Use Cases and Assessment Design — Simulation Models and Theories of Action in Mathematics
- Developing Elementary Teachers' Ability to Facilitate Discussions in Science and Mathematics Via Simulated Classroom Environment (Go Discuss)
Heather Howell, ETS
- Rehearsals of Teaching: A Simulation of Complex Practice
Hala Ghousseini, University of Wisconsin-Madison
- Simulation Instruction in Mathematics Professional Development (SIM PD) Study
Rachel Garrett, American Institutes for Research
- The Assessing Teaching Practice Project: Simulations of Eliciting and Interpreting Student Thinking
Timothy Boerst and Meghan Shaughnessy, University of Michigan
Plenary Session #3: Exploring Use Cases and Assessment Design — Simulation Models and Theories of Action Targeting Special Populations in Science and Mathematics
- Authentic, Effective, Real Time Interactions in Simulation
Kate Ingraham, University of Central Florida and Morgan Russell, Mursion
- Simulating English Learner Instruction: Assessing Teacher Growth Using a Pre-/Post-Teaching Cycle
Paige Ware and Ann Marie Wernick, Southern Methodist University
- Agile Thinking: Deciding to Teach Every Student
Rhonda Bondie, Harvard University
- Mixed Reality Simulation in the Preparation of Secondary Math and Science Teachers for Teaching Native Spanish Speaking Students
Angela Chapman, University of Texas — Rio Grande Valley
Meet the Conference Attendees
Back Row: Meghan Shaughnessy, Univ. of Michigan; Justin Reich, MIT; Andrew Wild, Woodrow Wilson Academy of Teaching and Learning; Christine Wilson, E. Carolina Univ.; Jamie Mikeska (PI), ETS; Sean Smith (Leadership Committee), Horizon Research; Amanda Benedict-Chambers, Missouri State Univ.; Daniel Levin, Univ. of Maryland-College Park; Eric Lange, Lamar Univ.; John Pecore, Univ. of West Florida; Benjamin Dotger (Leadership Committee), Syracuse Univ.
Middle Row: Tim Boerst, Univ. of Michigan; Elizabeth Davis, Univ. of Michigan; Paige Ware, Southern Methodist Univ.; Joan Walker, Pace Univ.; Rebekah Berlin, Univ. of Virginia; Rachel Garrett, AIR; Minsung Kwon, CSU Northridge; David Kretschmer, CSU Northridge; Karen Bell, SUNY New Paltz; Julia Jackson Cohen, Univ. of Virginia; Rhonda Bondie, Harvard Univ.
Front Row: Greta Farrell, Woodrow Wilson Academy of Teaching and Learning; Ann Marie Wernick, Southern Methodist Univ.; Elizabeth Self, Vanderbilt Univ.; Heather Howell (PI), ETS; Meredith Thompson, MIT; Hala Ghousseini, Univ. of Wisconsin-Madison; Angela Chapman, Univ. of Texas-Rio Grande Valley; Angelica Scruggs, UCF; Kate Ingraham, UCF
Kneeling: Mike Hynes (PI), UCF; Lisa Dieker (PI), UCF; Craig Berg, Univ. of WI-Milwaukee; Morgan Russell, Mursion Photo Credit: Andrew Croft, ETS
Unable to Attend: Daniel Chazan (Leadership Committee), Univ. of Maryland; Mark Windschitl (Leadership Committee), Univ. of Washington
Note: This material is based upon work supported by the National Science Foundation under Grant #1813476. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
This event was co-facilitated with the University of Central Florida.