Emerging authenticity: the crafting of simulated parent–teacher candidate conferences

Abstract

Schools of education struggle to provide future teachers with opportunities to engage in and practice parent–teacher conferences. This manuscript addresses the diffusion of a signature pedagogy from medical education to teacher education, specifically highlighting the design and implementation considerations surrounding simulated parent–teacher conferences. Focus group data center on the training of individuals to portray parents authentically during these simulated parent–teacher conferences. Pre‐service teachers’ interview data reflect on the authenticity of this new approach to novice teacher preparation. Implications center on the connections between medical and teacher education contexts and the further diffusion of this pedagogy to prepare future school leaders for complex social interactions with parents.

Keywords:

• parent–teacher conference
• authenticity
• standardized patient
• standardized parent
• situated cognition

Notes

1. The acronym “SP” will be used to describe standardized parents from this point forward in the manuscript.

2. See Dotger, Maher, & Dotger (2007) for step‐by‐step procedures for each simulation→reflection→communication plan cycle.

3. For additional suggestions on PCM scalability, cost, and implementation, see Dotger (2008).