Subject Area
Education
Abstract
This dissertation consists of three papers that investigate the affordances of integrating teaching rehearsals, including those that employ the use of classroom simulation technology, into teacher preparation practices within the context literacy instruction. The first paper is a systematic review of rehearsals use in literacy methods courses. Rehearsals in this study are defined as when a teacher candidate (TC) enacts a lesson with a peer, mentor, instructor, or live actor, as well as when a TC enacts a lesson through a technology-based teaching program. Papers 2 and 3 consist of data collected from a Mursion simulation exercise conducted in a writing methods course, where TCs were asked to conduct a writing conference with a student avatar. The second paper explores TCs’ instructional moves made during a simulated writing conference. This in-depth case analysis focuses on two participants’ experiences who observed their peers’ simulations prior to conducting their own, qualitatively analyzing the types of instructional moves made by participants as well as what they reflected on after the simulation exercise. Finally, paper three explores how simulation experiences can support opportunities for TCs to engage in pedagogical reasoning by analyzing the class-wide conversations that occurred during and after four simulated writing conferences.
Degree Date
Spring 2024
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Amy Gillespie Rouse
Second Advisor
Quentin Sedlacek
Third Advisor
Anne Garrison Wilhelm
Fourth Advisor
Meredith Richards
Number of Pages
137
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Young, Murphy K., "Mixed Reality Simulations and Teacher Practice: Exploring Teacher Candidates’ Writing Instruction and Pedagogical Reasoning" (2024). Teaching and Learning Theses and Dissertations. 22.
https://scholar.smu.edu/simmons_dtl_etds/22
