Early Career Teacher Professional Development:
Bridging Simulation Technology with Evidence-Based Behavior Management
Elisa Shernoff, Rutgers University, United States ; Stacy Frazier, Christine Lisetti, Florida International University, United States ; Cedric Buche, Centre Européen de Réalité Virtuelle, France ; Stephanie Lunn, Florida International University, United States ; Claire Brown, Rutgers University, United States ; Alban Delmarre, Tommy Chou, Florida International University, United States ; Joseph Gabbard, Virginia Tech, United States ; Emily Morgan, Rutgers University, United States
Journal of Technology and Teacher Education Volume 26, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Early career teachers working in high poverty schools face of overwhelming challenges navigating disruptive behaviors with studies highlighting behavior problems as one of the strongest predictors of turnover (Ingersoll & Smith, 2003). Simulation-based technology leverages important pedagogical strengths (e.g., realistic training context, opportunities for practice and feedback, low-stakes training) that may confer advantage over traditional training for teachers in behavior management. This manuscript illustrates the development and refinement of Interactive Virtual Training for Teachers (IVT-T), a simulation training model to help early career teachers hone their behavior management skills by interacting with virtual students in a 3D classroom. Advisory board members (N=5) with extensive experience in high poverty schools provided iterative feedback on the authenticity and realism of IVT-T students, classrooms, and vignettes. Advisory board members rated authenticity/realism of the students, classrooms, and vignettes favorably and ratings also increased over time as new prototypes were shared. In addition, prototypes introduced earlier underwent more revisions than prototypes introduced later suggesting advisory board feedback helped the computer science team improve upon their development approaches. Open-ended feedback identified strengths and specific design recommendations to enhance instructional design. Implications for simulation training for teachers, teacher education, and leveraging advisory board feedback early in the design of IVT-T are discussed.
Shernoff, E., Frazier, S., Lisetti, C., Buche, C., Lunn, S., Brown, C., Delmarre, A., Chou, T., Gabbard, J. & Morgan, E. (2018). Early Career Teacher Professional Development: Bridging Simulation Technology with Evidence-Based Behavior Management. Journal of Technology and Teacher Education, 26(2), 299-326. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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