RAPID: Learning to Teach During COVID-19: Leveraging Simulated Classrooms as Practice-Based Spaces for Preservice Elementary Teachers within Online Teacher Education Courses

校本实地经验是在职教师教育的重要组成部分。 COVID-19大流行严重破坏了教师教育计划将其教师候选人安置在典型的K-12教学环境中作为学习教学的一部分的能力。本项目探讨如何模拟课堂现场经验的副作用教师可以在网上和紧急远程教师教育课程实施。小学数学和科学教师教育工作者提供了机会，使他们的副教师在实践为基础的空间使用混合现实模拟教室环境。这些模拟是实时的课程，有动画的学生化身，由一个互动者配音，他以代表真实学生思维的方式在真实的时间里对老师的课程做出反应。 该项目旨在开发辅助材料，将模拟实地经验纳入小学数学和科学教师教育课程。 这项研究将试图了解副教师从这些经验中学到了什么，教师教育工作者如何将模拟的实地经验融入课程，以及如何将这些模拟经验融入远程教学，在线课程的方式，支持兼职教师学习。该项目通过开发和部署模拟推进知识-基于工具，发展小学教师的能力，教数学和科学。职前教师在模拟教室中使用表演任务进行教学。 该项目为教师教育工作者开发支持材料，以支持参与雄心勃勃的教学实践的方式将这项工作纳入在线和/或紧急远程教师教育课程（应对COVID-19）。该项目通过模拟课堂实践的人工制品，包括对模拟互动的观察和记录，以及对教师雄心勃勃的教学实践的使用情况的调查和评估，评估了对教师雄心勃勃的教学实践的影响。 该项目通过调查和访谈，评估教师教育工作者如何将模拟实地经验融入其紧急远程教师教育课程。 该研究解决了当前COVID-19大流行在为学生提供实地经验方面的挑战，并为寻找有利于培养高素质小学数学和科学教师的实地经验环境的持续挑战提供了长期支持。发现研究preK-12计划（DRK-12）旨在显著提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

School-based field experiences are a critical part of preservice teacher education. The COVID-19 pandemic has significantly disrupted the ability of teacher education programs to place their teacher candidates in typical K-12 teaching settings as a part of learning to teach. This project examines how simulated classroom field experiences for preservice teachers can be implemented in online and emergency remote teacher education courses. Elementary mathematics and science teacher educators are provided with opportunities to engage their preservice teachers in practice-based spaces using mixed-reality simulated classroom environments. These simulations are real-time lessons with animated student avatars that are voiced by an interactor who is responding to the teacher's lesson in real time in ways that represent authentic student thinking. This project aims to develop support materials for integrating simulated field experiences into elementary mathematics and science teacher education courses. The research will seek to understand what preservice teachers learn about teaching from these experiences, how teacher educators integrate the simulated field experiences into coursework, and how such simulated experiences can be integrated in remote, online courses in ways that support preservice teacher learning.This project advances knowledge through the development and deployment of simulation-based tools that develop preservice elementary teachers' abilities to teach mathematics and science. Preservice teachers use performance tasks to deliver instruction in the simulated classroom. The project develops support materials for teacher educators to integrate this work into online and/or emergency remote teacher education courses (in response to COVID-19) in ways that support engagement in ambitious teaching practice. The project assesses impact on preservice teachers' ambitious teaching practice through artifacts of the simulated classroom practice, including observations and recordings of the simulated interactions and preservice teacher surveys and assessments of their use of ambitious teaching practices. The project evaluates the ways in which teacher educators integrate the simulated field experience into their emergency remote teacher education courses through surveys and interviews. The research addresses the immediate COVID-19 pandemic challenges in providing field experiences for students and provides long-term support for the ongoing challenge of finding field experience settings that are conducive to preparing highly-qualified elementary mathematics and science teachers.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.