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The Potential of Simulation for Teacher Assessment

Resource type
Date created
2015
Authors/Contributors
Abstract
A teacher’s classroom skills, attitudes, and behaviours are fundamental to excellent teaching. Assessing these qualities is a logistically difficult, costly, and at times, controversial task for teacher educators and school administrators. As a result, teacher hiring and subsequent professional development rely on indirect indicators that provide only limited evidence of a teacher’s potential, strengths, and areas for improvement. Simulation techniques have been used as training and feedback tools for many years in occupations where live practice is dangerous, costly, or difficult to organize. Today’s technologies are making simulations practical in new domains. In teaching they can provide practice settings, performance data, and feedback aimed at evaluating and improving a wide range of skills. Drawing from experience in medical and health education, this chapter outlines the potential for simulations to support both teacher hiring and in-service skills development, in order to support teaching excellence with new tools in the future.
Document
Description
Part of the SFU Library's 2016 Celebration of SFU Authors.
Identifier
978-0-9947451-2-5
Published as
The Potential of Simulation for Teacher Assessment in The Complexity of Hiring, Supporting, and Retaining New Teachers Across Canada, Maynes, N. & Hatt, B.E. (Eds.). Canadian Association for Teacher Education/Canadian Society for Studies in Education. 113-128. 2015.
Publication title
Canadian Association for Teacher Education/Canadian Society for Studies in Education
Document title
The Potential of Simulation for Teacher Assessment
Editor
Maynes, N. & Hatt, B.E.
Date
2015
First page
113
Last page
128
Copyright statement
Copyright is held by the author(s).
Scholarly level
Peer reviewed?
Yes
Language
English
Member of collection
Download file Size
Kaufman-Ireland.pdf 285.07 KB

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