https://orcid.org/0000-0003-3702-6637
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ABSTRACT
Over the last 15 years educational organizations, researchers, and practitioners have developed frameworks for teacher effectiveness. These frameworks were established in an effort to define ‘good teaching’ and have ultimately informed the process of teacher evaluation. Simultaneously, new tools, such as simulation, have emerged to support teacher preparation and professional development. As simulation becomes more widely used in education, teacher educators and educational administrators need guidance on what teaching skills to target to maximize the impact of simulation-based professional development. This study utilized the Delphi methodology to validate a list of teacher behaviors for learning and observation in a simulated environment. Through a two-round process, teacher preparation experts were asked to identify teacher behaviors that are both necessary for effective to teachers to possess and appropriate to target using simulation.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Claire Donehower Paul
Claire Donehower Paul, PhD, BCBA-D is an Assistant Professor at Georgia State University. Her research focuses on improving teacher preparation as well as academic, social, and behavioral outcomes for students with autism spectrum disorders using innovative technology.
Caitlyn A. Bukaty
Caitlyn A. Bukaty, PhD, is a Training Consultant with Hands On Educational Services, Inc. Her research interests include infusing technology and Universal Design for Learning to optimize students’ post-school living, learning, and earning.
Lisa Dieker
Lisa Dieker, PhD, is a Pegasus Professor and Lockheed Martin Eminent Scholar. Her research focuses on harnessing the power of teachers working across disciplines in inclusive settings in teacher education, special education, and simulation.