Keywords

virtual simulation, teacher preparation, English learners (ELs), communication strategies.

Abstract

As the number of English Learners (ELs) in US schools continues to rise, the need for effective instructional strategies to bridge the achievement gap between these learners and their English-proficient peers become more crucial to reduce the inequality among language minority groups. This study investigates the impact of virtual simulation experiences in developing communication strategies among teacher candidates for teaching ELs. Focused on the real and simulated teaching encounters of teacher candidates via the TeachLivE platform, this case study seeks to understand how these virtual experiences contribute to the practical application and transformation of teaching skills for effective EL communication. The research was conducted with teacher candidates pursuing Elementary and/or Secondary Education degrees at a large southeastern university in the United States, selected through purposive sampling. Data collection involved semi-structured interviews and was analyzed using Braun and Clarke's (2006) thematic analysis methodology. The findings indicate that virtual simulations are instrumental in enabling teacher candidates to apply theoretical knowledge in real-life settings, thereby enhancing their communication strategies with ELs. This adaptation to teaching methods underscores the necessity for flexibility in multicultural and multilingual classrooms. The study addresses a significant need to close the gap in traditional teacher education practicums, which often inadequately prepare candidates for the complexities of teaching ELs. It contributes to the literature on the use of virtual simulations in teacher education by highlighting their potential to bolster teacher effectiveness and student outcomes in diverse settings. The paper suggests that future research should broaden the scope regarding participants, and longitudinal research could be conducted to get insights into the long-term impact of virtual simulation training on teacher practices and student outcomes.

Completion Date

2024

Semester

Summer

Committee Chair

Nutta, Joyce

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Teacher Education

Degree Program

Education (TESOL)

Format

application/pdf

Identifier

DP0028618

URL

https://purls.library.ucf.edu/go/DP0028618

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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