Using simulation-based learning to inform preservice teachers’ professional development

ABSTRACT

Teacher-education programmes around the world face the challenge of preparing professionals capable of adapting their teaching processes to rapidly accumulating empirical knowledge, while remaining relevant in an era of constant change. In this case study, we propose that integrating Simulation-Based Learning (SBL) into teacher-education programmes can help prepare teachers to remain relevant, proficient, and effective educators in the dynamic and ever-changing realm of education. Thirty preservice teachers (PSTs) participated in 26 weekly SBL workshops, integrating a variety of experiences that may occur during teaching processes. Throughout their written reflections and interviews, participants referred to the SBL processes and to the peer feedback they received as the most significant components promoting their understanding of their professional-identity as teachers in a changing era. This study’s findings indicate that SBL allows teachers to develop their professionalism as educators in a dynamic and changing educational environment, as they become increasingly aware of the multitude of options they have to cope with future educational situations.

KEYWORDS:

• Simulation-based-learning
• teacher-education
• professional-identity
• professional development
• self-efficacy
• reflective thinking

Disclosure statement

No potential conflict of interest was reported by the authors.