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 & Learning

Advisor

Amy Gillespie Rouse

Second Advisor

Quentin Sedlacek

Third Advisor

Anne Garrison Wilhelm

Fourth Advisor

Meredith Richards

Number of Pages

137

Format

.pdf

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Available for download on Friday, May 02, 2025

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