Inside the black box: How elementary teacher educators support preservice teachers in preparing for and learning from online simulated teaching experiences

Abstract

Limited research has explored the pedagogies teacher educators use to support preservice teachers as they learn to enact core teaching practices. In this study, we used qualitative content analysis from class observations of elementary mathematics and science methods courses and survey responses to examine the pedagogies of practice eight elementary teacher educators used to support preservice teachers in preparing for and learning from an online simulated teaching experience. We also examined the teacher educators' and their preservice teachers’ perceptions of the value of using simulated teaching experiences. Findings suggest the importance of engaging preservice teachers in decomposing and recomposing practice through structured analysis and reflection within larger cycles of enactment.