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.

摘要

世界各地的教师教育项目都面临着培养专业人员的挑战，这些专业人员能够使教学过程适应快速积累的经验知识，同时在不断变化的时代保持相关性。在本案例研究中，我们建议将基于模拟的学习（SBL）整合到教师教育计划中，可以帮助教师做好准备，在动态和不断变化的教育领域中保持相关性、熟练和有效的教育工作者的能力。30 名职前教师 (PST) 参加了 26 次每周的 SBL 研讨会，整合了教学过程中可能出现的各种经验。在他们的书面反思和采访中，参与者提到了 SBL 流程和他们收到的同伴反馈，认为这是促进他们在不断变化的时代了解自己作为教师的职业身份的最重要组成部分。这项研究的结果表明，SBL 使教师能够在动态和变化的教育环境中发展他们作为教育者的专业素养，因为他们越来越意识到他们必须有多种选择来应对未来的教育情况。