College of Education Publications and Scholarship
Final Report: Conceptualizing Ethics, Authenticity, and Efficacy of Simulations in Teacher Education
ORCID
Liza Bondurant: https://orcid.org/0000-0001-8069-2382
Editors
Teruni Lamberg & Diana Moss
Abstract
This working group was a continuation of working groups in 2019 and 2021 that initially aimed to focus on equity in simulations of practice in mathematics teacher education. We began by discussing our conceptualizations of simulations and equity. Next, we reflected on the lack of work that currently exists at the intersection of simulations and equity as well as our limited collective expertise in this space. We proposed the following areas of potential research: Access, Design, Affective Domains, Teaching Practices, Assessment, Critical Conversations. Attendees self-selected into focus groups and met to discuss their current work and how future work could focus more on equity and access. At the conclusion of our time together we developed a plan for achieving our key goal of disseminating a book that documents the landscape of the field.
Publisher
International Group for the Psychology of Mathematics Education
First Page
978
Last Page
983
DOI
https://doi.org/10.51272/pmena.45.2023
Publication Date
2023
College
College of Education
Department
Department of Teacher Education and Leadership
Keywords
equity, inclusion, diversity, instructional activities and practices, preservice teacher education
Disciplines
Education
Recommended Citation
Lee, C., Bondurant, L., Sapkota, B., Howell, H., & Lai, Y. (2023). Final report: Conceptualizing ethics, authenticity, and efficacy of simulations in teacher education. In T. Lamberg, & D. Moss (Eds.). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2, 978-983. University of Nevada, Reno. https://doi.org/10.51272/pmena.45.2023