Building Reflective Practice through an Online Simulation in an Undergraduate Teacher Education Program
computer simulation, critical thinking, diversity (faculty), empathy, ethics, knowledge base for teaching, leadership role, learning experience, likert scales, mixed methods research, multicultural education, nontraditional education, online courses, online surveys, preservice teachers, professional identity, self efficacy, teacher education programs, teaching methods, undergraduate students, vignettes
CITE Journal: Contemporary Issues in Technology and Teacher Education
This paper discusses preservice teachers' perceptions of an online, in-house diversity simulation in an undergraduate teacher education program conducted over a 3-year period. The diversity simulation was a nontraditional capstone experience for 193 preservice teachers in majors ranging from early childhood to secondary education. The diversity simulation included scenarios at the kindergarten, middle school, and high school levels, allowing participating preservice teachers to assume leadership positions during the simulation. Results of an anonymous survey indicated that the preservice teachers found that the diversity simulation provided realistic scenarios and promoted creative thinking and team building. Preservice teachers were also asked to write a final critique essay of the simulation experience. Qualitative themes emerged from an analysis of the essays that were consistent with previous research on simulations. Such themes included self-efficacy, emerging professional identity, empathy, leadership, knowledge base, collaboration, ethics, and critical thinking.
Manburg, Jamie; Moore, Rashid; Griffin, David; and Seperson, Marvin, "Building Reflective Practice through an Online Simulation in an Undergraduate Teacher Education Program" (2017). Faculty Articles. 476.