Simulations as Practice Spaces and Formative Assessment: Bridging the Space between Coursework and Field Experiences in Mathematics Teacher Preparation

This paper explores the perennial challenge Mathematics Teacher Educators (MTEs) face in connecting coursework and field experiences for their preservice teachers (PSTs). In this study, we used online simulation as a potential bridge, exploring its utility as a practice opportunity for PSTs and as formative assessment for MTEs. Four MTEs implemented an online simulation of teaching in their elementary mathematics content or methods course during COVID-19, when traditional ways to practice teaching were less available. We interviewed MTEs and administered post-surveys to both MTEs and the 53 PSTs in their courses who consented to participate. Most PSTs (93%) and all MTEs recommended simulated teaching for future use in similar courses. Both groups provided detailed descriptions of what they felt PSTs had learned, with PSTs most often citing learning how important preparation is and MTEs describing learning consistent with the intended focus of the simulation, facilitating argumentation-focused discussions. MTEs reported on how they used video records from the simulated teaching to reflect on their PSTs' progress and on their own teaching practice. We argue that simulated teaching offers unique affordances, including the degree of control over the challenges PSTs encounter and the formative assessment information video records provide.