In this chapter we discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions. We share data from a research project in which we implemented multiple iterations of a set of simulated teaching experiences in an elementary mathematics methods course. In each experience, preservice teachers contrasted the consequences of different pedagogical choices in response to a particular example of student thinking. We share how their evaluations of their choices shifted within experiences at certain points, and their criteria for ``good{''} questions began to evolve. We end with implications for how simulations can promote critical reflection on teaching practice.
CITATION STYLE
Webel, C., Conner, K., & Zhao, W. (2018). Simulations as a Tool for Practicing Questioning (pp. 95–112). https://doi.org/10.1007/978-3-319-70594-1_6
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