Digital Simulations as Approximations of Practice: Preparing Preservice Teachers to Facilitate Whole-Group Discussions of Controversial Issues

Abstract

The public schoolhouse is one of the few remaining public spaces in which citizens may routinely gather to discuss controversial issues. Furthermore, it is social studies classrooms and teachers, in particular, that bear the moral imperative to ensure such civic discourse takes place. Nevertheless, many social studies teachers refrain from centering such discussions in their classrooms, often for fear of reprisal should these discussions go awry. It thus falls to social studies teacher educators to rethink how we prepare future teachers. This paper reports on a study that incorporated digital simulations of controversial issues into three preservice social studies teacher preparation methods courses to help develop high-leverage practices associated with leading whole-group discussions. Case study analysis suggests participants developed greater fluency with the teacher moves they practiced in the simulation. Accordingly, participants’ developed greater confidence with and perceived importance of facilitating discussions of controversial issues in their future classrooms. Implications and directions for future research are discussed.

Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach

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Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

“…Most participants complete the simulation in 20 minutes. By reflecting on their experience in simulations, participants work to build a greater understanding of the necessary components of practice needed to effectively facilitate a discussion about a controversial issue with students (Kaka et al, 2021). After concluding the practice space, participants debrief the exercise with an instructor.…”

“…As a result, many teachers report feeling reticent about raising these issues in their classrooms, particularly in politically polarized environments (Rogers et al, 2017). Developing opportunities to practice leading these discussions within low-stakes environments can help preservice teachers develop the skills and confidence to address these issues within a live classroom environment (Kaka et al, 2021.…”

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Research on Virtual Reality Interactive Teaching under the Environment of Big Data

“…To expand the computing function of the Internet, it is necessary to make full use of the "algorithm+" advantage brought by media fusion technology to master the characteristics of the Civic and Political Education object [22]. e development of media convergence has led the modern information society to gradually move toward the "era of mass media" and "era of intelligent media"; with the rise of various platforms driven by big data algorithms and virtual reality microcreations, several algorithms to capture, mine, and analyze data, combined with several personalized mobile platforms that combine data capture, mining, and analysis through algorithms, combined with visualization technology and user behavior such as reading, retweeting, and commenting data to accurately profile and push users have been developed and occupy a large amount of traffic.…”