Teacher Candidate Perceptions of Learning through Simulation Technology
Abstract
This study explores the perceptions of mathematics teacher candidates regarding the use of simulation technology in their professional growth. Simulation technology, initially used in fields such as nursing and aviation, has been adapted for teacher education to provide a realistic and safe environment for practicing instructional skills. This phenomenological qualitative study involved six participants from a Midwest university, who engaged in a simulated classroom scenario with student avatars to practice teaching and reflect on their experiences. The findings reveal that the simulation technology enhanced the candidates' openness to diverse student solutions, improved their rapport-building skills, and increased their confidence in teaching.
Author Biographies
Ryan Griesmer, Bowling Green State University
Ryan Griesmer graduated from Bowling Green State University in 2023 with a degree in secondary mathematics education. Ryan is passionate about fostering positivity and advancing education through innovative teaching methods. In addition to his academic interests, he is an avid runner who believes in maintaining a balanced and active lifestyle. His dedication to education and personal growth reflects his commitment to inspiring the next generation of learners.
Gabriel Matney, Bowling Green State University
Gabriel Matney is a Professor of Mathematics Education at Bowling Green State University where he teaches initial teacher education mathematics courses. He is the current President of the Ohio Council of Teachers of Mathematics, Director of the Academic Enrichment Camps, co-advisor of BGCTM, and advisor of BGSU’s Math Camp. His research interests include students’ mathematical sense making, authenticity in learning, and lesson study. He currently serves on the Council of the World Association of Lesson Study.
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