Abstract

Human-in-the-loop simulation is a valuable tool that can support novice teachers in learning how to lead classroom discussions. We ground our use of simulation in a theory of practice-based teacher education, examining how authenticity is theorized around approximations of practice. We then illustrate the use an approximation of practice approach, discussing guiding principles of project work in which novice teachers learn to facilitate small-group discussions with digitally simulated fifth-grade students. Several provocative vignettes illustrate the complexity of authenticity, suggesting additional theorization to help us authenticity as more a malleable attribute than as simulation’s end goal. One implication is that more study is needed, in the context of using virtual environments and humans in teacher education, addressing authenticity, participant perception of authenticity, and their interaction.

摘要

循环中的仿真是一个有价值的工具，可以支持新手老师学习如何进行课堂讨论。我们以基于实践的教师教育理论为基础对模拟的使用进行了研究，研究了如何围绕实践的近似性对真实性进行理论化。然后，我们说明了一种近似实践的方法，讨论了项目工作的指导原则，新手教师在其中学习了如何促进与数字模拟的五年级学生进行的小组讨论。几个挑衅性的短片说明了真实性的复杂性，并提出了其他理论来帮助我们将真实性作为更具延展性的属性，而不是作为模拟的最终目标。一种含义是，在使用虚拟环境和人类进行师范教育，解决真实性，