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ERIC Number: EJ1456474
Record Type: Journal
Publication Date: 2025
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Using Simulations or Rehearsals in Teacher Preparation Coursework: Learning from Preservice Social Studies Teacher Experiences to Inform Future Practice
William Waychunas
Teacher Educator, v60 n1 p37-58 2025
Research on practice-based teacher education [PBTE], such as rehearsals or teaching simulations, assumes that preservice teachers [PSTs] prefer such practical approaches in comparison to more theoretical work. Few studies test this assumption or incorporate PSTs voices and perspectives on PBTE approaches. This study draws on survey data and interviews from secondary history/social studies PSTs to investigate the benefits and challenges they experienced with practice-based coursework. PSTs found more authentic and active aspects of preparation (e.g., clinical work, teaching simulations, and instructional feedback) as more important for developing their practice than passive and theoretical activities (e.g., readings, discussion, and essays). Teaching simulations also cultivated communities of practice where PSTs engaged in productive struggle and surfaced equity considerations. Participants reported that rehearsals can serve as representations of practice that supplement, and in some cases supplant, experiences in clinical placements. Considerations for effectively enacting rehearsals or simulations within preparation coursework are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A