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Personality Plus Pedagogy: An Online Course for Preservice Teachers' Perception of Teaching Preparedness in a Simulated Classroom
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, University of North Texas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Research on simSchool has demonstrated pre-service teacher gains in self-efficacy, teaching experience, and pedagogical balance. Based on these findings, the development of an online course Personality Plus Pedagogy for all pre-service teachers is proposed. The purpose of the course is for teacher candidates to practice teaching in simSchool to gain knowledge about their own perceptions of their preparedness to teach. Six learning modules are outlined to connect learning theories with practice. Preservice teachers explore: 1) OCEAN personality traits, 2) higher-order thinking instructional strategies, 3) gains or losses in their own confidence, and 4) experience ratings from teaching time in simSchool. The pedagogical balance score will be used as a proficiency indicator for pre-service teachers to enable them to understand their individual alignment of confidence and experience, and assess their perceptions of teaching preparedness.

Citation

Hopper, S. (2015). Personality Plus Pedagogy: An Online Course for Preservice Teachers' Perception of Teaching Preparedness in a Simulated Classroom. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 775-783). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Keywords

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Cited By

  1. Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations

    Jana Willis, University of Houston-Clear Lake, United States; Spencer Greenhalgh, Michigan State University, United States; Larysa Nadolny, Iowa State University, United States; Sa Liu, University of Texas, United States; Tugce Aldemir, Penn State World Campus, United States; Sandra Rogers, University of South Alabama, United States; Monica Trevathan, Tietronix Software, United States; Susan Hopper, Pedagogical Balance of Effective Learning, United States; Wendy Oliver, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 475–480

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