Designing for Collaborative Teacher Learning Through Mixed- Reality Teaching Simulations

Authors

Rebecca Geller, University of Georgia
Jamie Gravell, Chapman UniversityFollow

Document Type

Conference Proceeding

Publication Date

2024

Abstract

How do novice teachers learn to lead controversial issue discussions in justice-oriented ways that simultaneously attend to today’s contentious political climate and the pedagogical complexity of the task? This paper analyzes teacher learning using mixed-reality simulation technology to approximate a controversial discussion about Dobbs v. Jackson (2022) and abortion jurisprudence. This paper explores the design, affordances, and limitations of teacher learning via collective pedagogical reasoning when novice teachers grapple with a polarized, emotionally-laden, and fraught topic: abortion. We frame our work as engaging with and challenging practice-based teacher education models to focus on the power of culturally situated and collaborative pedagogical reasoning within the shared experience of the mixed-reality simulation to shape teacher learning.

Comments

This article was originally presented at ISLS Annual Meeting 2024. https://doi.org/10.22318/icls2024.543679

Recommended Citation

Geller, R. & Gravell, J. (2024). Designing for Collaborative Teacher Learning Through Mixed-Reality Teaching Simulations. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1686-1689). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.543679

Copyright

ISLS