Title

Learning to teach: How a simulated learning environment can connect theory to practice in general and special education educator preparation programs

Document Type

Article

Publication Date

1-1-2020

Publication Title

Education Sciences

Volume

10

First Page

1

Last Page

17

Keywords

General education, High leverage practices, Inclusion, Instructional coaching, Self-efficacy, Simulated learning environment, Special education, Teacher preparation

Abstract

© 2020 by the authors. Licensee MDPI, Basel, Switzerland. Educator preparation programs have moved away from offering interest-based courses that prepare a teacher candidate on a more surface level and have opted to integrate more authentic experiences with technology that are infused into coursework. This research study focused on redesigning key courses in both the general and special education graduate-level educator preparation programs (EPPs) to infuse learning experiences through a simulated learning environment (Mursion) to help bridge teacher candidates’ coursework and field experiences, offering them robust experience with high leverage practices and technology that increases their own competency. Data from this study demonstrated that preservice teacher candidate work within the Mursion simulated learning environment increased use of high leverage practices related to strategic teaching, collaboration, differentiation, and providing feedback. Implications for instructional coaching, microteaching, repeated practice, and closing the research to practice gap are discussed.

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