Investigating Simulations of Teaching Practice: Assessing Readiness to Teach Elementary Mathematics

国际教师协会有力地辩称，职前教师教学准备的评估是基于一个有缺陷的模型。然后，目标是使用来自其他专业领域的模拟模型：医生、护士等的培训，为在实践中进行评估时发挥作用的许多变量提供新的见解和控制。这些可能包括课堂环境、部署数学的难度等。为了做到这一点，PI将制定三个在模拟场景中不同的评估。在制定和验证这些评估的背景下，PI将审查：1.通过模拟教学实践的评估，我们从职前教师在激发和解释学生思维以及他们用于教学的数学知识(MKT)方面的技能本质上学到了什么？他们在课堂情境中激发和解释学生数学思维的表现如何？2.职前教师在激发和解释学生思维和数学知识方面的技能在不同的模拟情景中有何不同？某些模拟情景比其他模拟情景更容易吗？3.设计特定模拟评估的替代版本的挑战是什么？

AbstractThe PI argues cogently that assessment of pre-service teacher preparedness to teach is based on a flawed model. The goal then is to use a simulation model from other professional arenas: the training of doctors, nurses, etc., to offer new insights and control for the many variables that come to play when conducting evaluations in practice. These might include classroom context, the difficulty of the mathematics being deployed, etc. To do this the PI will develop three assessments that vary in the simulation scenario. In the context of developing and validating these assessments, the PI will examine:1. What do we learn about the nature of pre-service teachers skills at eliciting and interpreting students thinking and their mathematical knowledge for teaching (MKT) in use through assessments that simulate teaching practice? How does their performance correspond with eliciting and interpreting students mathematical thinking in classroom contexts?2. How does the nature of pre-service teachers skills at eliciting and interpreting students thinking and mathematical knowledge vary in relation to different simulation scenarios? Are some simulation scenarios easier than other simulation scenarios?3. What are the challenges of designing alternative versions of a particular simulation assessment?