Fostering Critical Self-Reflection: Meeting the Needs of English Language Learners through Mixed Reality Simulation
As K-12 student populations continue to diversify, it is essential for educator preparation programs to ensure teacher candidates possess the knowledge, skills, and dispositions to meet the needs of all learners. Mixed reality simulation is an effective tool to facilitate the development of culturally responsive and sustaining educators and to foster self-reflection. Through virtual simulations, instructor and peers provide critical feedback and observation of candidates’ performance via video.
Join AACTE and Mursion for the webinar, “Fostering Critical Self-Reflection: Meeting the Needs of English Language Learners through Mixed Reality Simulation,” at 1:00 p.m. ET, Tuesday, August 18. This session will detail the process used in a STEM methods course to engage candidates in addressing the needs of English language learners and provide examples of how candidate thinking and planning changed as a result. The presenters include:
Angela Chapman is an associate professor at the University of Texas Rio Grande Valley (UTRGV) with expertise in the areas of science education, STEM education, teacher education and curriculum development. Her research agendas are framed by a commitment to diversity, equity, and inclusion in STEM. One area of research involves the development of science and math curriculum that promote learning for culturally and linguistically diverse learners as well as preparing teacher candidates for diverse classrooms. Her second area of research involves investigating sociocultural factors that influence attitudes and learning in STEM as well as the development of STEM teacher agency.
Patty Alvarez McHatton is a professor at the University of Texas Rio Grande Valley. She was the founding dean of the College of Education and P-16 Integration (CEP) at UTRGV and previously served as executive vice president for academic affairs. Her research focuses on teacher preparation with an emphasis on diverse learners, collaboration, school experiences of historically marginalized students, and data-based decision making. One aspect of her work has focused on exploring, in collaboration with faculty from within and beyond the CEP, what it means to be a Hispanic Serving Institution (HSI) and what a HSI does to ensure the success of Latinx learners.
Monika Jo is a learning partner at Mursion.