An Exploratory Study on Simulated Teaching as Experienced by Education Students

Abstract

Empirical research has shown that simulated teaching could be one of the most powerful tools in preparing college education students for a solid field teaching experience. With the right function and mechanics, this pedagogy can equip students with the necessary teaching skills, aptitudes and competencies. Using a 30-item Likert-type Perceptions Scale on Simulated Teaching this 3year exploratory study examined 352 undergraduate education students' perceptions on their simulated teaching experience wrapped in a live action role play. The study, anchored on the model-centered instruction, transfer of learning and embodied cognition theories further probed into their beliefs, attitudes and responses in the course of the immersion process. Results showed that majority of the respondents strongly believed they should be exposed to teaching prior to practicum and agreed that early training could develop their competence in teaching. They showed a highly positive attitude towards simulated teaching as an effective way to acquire and apply both content and skills in teaching and learning. Based on the findings, it may be concluded that when simulated teaching functions under conditions such as clear goals, guidelines, proper mentoring and guidance from teachers, students are then able to unlock and develop their potentials and prepare for every issue they will face in their practicum stage. The study further confirms a long-held principle that prolonged practice builds expertise.

Simulation-assisted Internship Workshops – A Tool for Bridging between Academia and the Field in Teacher Training in Israel

“…These processes prepare the residents to deal with the challenges of teaching when entering the educational system as novice teachers. Residents noted the need to impart practical teaching experience even before beginning to teach in class (Presnilla-Espada, 2014). Therefore, it is extremely important to integrate simulation-based learning in programs for training teachers and in the internship workshop.…”

Role Play Activities in Small Programs: What, Why, Where, and How?

“…Role plays provide multiple opportunities for practice in a safe, faculty-controlled environment (Presnilla-Espada, 2014). Mistakes can be made without direct, negative impact on a child or the relationship with the family.…”

“…Mistakes can be made without direct, negative impact on a child or the relationship with the family. When mistakes are made, they create teachable moments, mentoring, and reflection (Presnilla-Espada, 2014).…”

Yapay Zekâ Tabanlı Simülasyon Ortamı Destekli Öğretmenlik Uygulaması ile Öğretmen Adaylarının TPAB Becerilerinin ve Öz Yeterlik İnançlarının Geliştirilmesi

“…It can be very difficult to obtain the necessary permissions and video recordings for microteaching practices in real classroom environments (Dalgarno et al, 2016). In addition, pre-service teachers have little opportunity to experience teaching practices in real classroom environments (Jenset et al, 2018;Medula, 2017;Presnilla-Espada, 2013). Also, since their teaching practices are limited to teacher-student characteristics in a single classroom environment, their teaching skills do not develop sufficiently.…”