Approximations of practice as a framework for understanding authenticity in simulations of teaching

Abstract

Human-in-the-loop simulation is a valuable tool that can support novice teachers in learning how to lead classroom discussions. We ground our use of simulation in a theory of practice-based teacher education, examining how authenticity is theorized around approximations of practice. We then illustrate the use an approximation of practice approach, discussing guiding principles of project work in which novice teachers learn to facilitate small-group discussions with digitally simulated fifth-grade students. Several provocative vignettes illustrate the complexity of authenticity, suggesting additional theorization to help us authenticity as more a malleable attribute than as simulation’s end goal. One implication is that more study is needed, in the context of using virtual environments and humans in teacher education, addressing authenticity, participant perception of authenticity, and their interaction.

Keywords:

• Approximations of practice
• simulations in teacher education
• mathematics education
• science education
• virtual humans

Notes

1 In order to see the simulation in action, we recommend the reader visit the National Science Foundation’s Multiplex site at the following url: https://multiplex.videohall.com/presentations/1780.

2 We note that human-in-the-loop is not the only term used to describe such designs. The term “wizarding,” for example, is used in the literature on adaptive learning (e.g., Forbes-Riley & Litman, 2011). While terminology may vary, the larger point is to describe designs in which part of the critical functionality of the experience (here, closely listening and watching the participant, interpreting those cues, and adjusting the simulated students’ responses) is managed by a human actor, albeit one that is not visible to the teacher participant.

Additional information

Funding

This study was supported by a grant from the National Science Foundation (Award No. 1621344). The opinions expressed herein are those of the authors and not the funding agency.

Notes on contributors

Heather Howell

Heather Howell is a Research Scientist at ETS. Her research focus includes the study of teacher content knowledge for teaching, with a focus in secondary mathematics teaching, and the study of teacher learning of educational practices such as discussion and argumentation. Heather holds a MS in Mathematics, a MA in Mathematics Education and a PhD in Teaching and Learning with specialization in Mathematics Education from New York University. Previously, she taught mathematics in grades 9-12 and at the undergraduate level, mathematics teaching methods, and mentored mathematics teachers is grade 6-12 in New York City.

Jamie N. Mikeska

Jamie N. Mikeska is a Research Scientist at ETS. She currently studies how various instructional practice measures of science teaching quality, particularly the use of performance tasks within avatar-based simulations, can be designed and used as formative assessment tools integrated within teacher education and professional development contexts. Jamie completed her Ph.D. in the Curriculum, Teaching, and Educational Policy graduate program at Michigan State University in 2010. Prior to graduate school, she taught elementary school for five years in Montgomery County, MD and earned her National Board certification during her tenure as a public school teacher.