Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
Jamie Manburg, Rashid Moore, David Griffin, Marvin Seperson, Nova Southeastern University, United States
CITE Journal Volume 17, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper discusses preservice teachers’ perceptions of an online, in-house diversity simulation in an undergraduate teacher education program conducted over a 3-year period. The diversity simulation was a nontraditional capstone experience for 193 preservice teachers in majors ranging from early childhood to secondary education. The diversity simulation included scenarios at the kindergarten, middle school, and high school levels, allowing participating preservice teachers to assume leadership positions during the simulation. Results of an anonymous survey indicated that the preservice teachers found that the diversity simulation provided realistic scenarios and promoted creative thinking and team building. Preservice teachers were also asked to write a final critique essay of the simulation experience. Qualitative themes emerged from an analysis of the essays that were consistent with previous research on simulations. Such themes included self-efficacy, emerging professional identity, empathy, leadership, knowledge base, collaboration, ethics, and critical thinking.
Manburg, J., Moore, R., Griffin, D. & Seperson, M. (2017). Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program. Contemporary Issues in Technology and Teacher Education, 17(1), 128-153. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Editorial: Strengthening the Impact, Novelty and Diversity of Research on Technology and Teacher Education
Chrystalla Mouza, University of Delaware, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 154–159
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