Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Abstract

Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

“…Furthermore, it can be seen that when student teachers design and implement a PBL, they improve their teaching skills in general, and especially their teaching skills for interdisciplinary work. Similar results were found in other studies [23,66]. They also demonstrate that the use of the National Archaeological Museum as an educational resource improves students' involvement in their own learning process.…”

“…These testimonials highlight that simply taking part in the experience has enabled them to improve their perception of their own efficacy and they are able to imagine applying this successfully. They also show the impact that people's experiences have on efficacy [47,66], although in this case there is insufficient empirical evidence to prove this.…”

“…Numerous studies highlight the important role that museums have as cultural spaces and learning communities [46,54,55,57,58,61,62], both from a student's perspective [57][58][59]63,64], as well as a teacher's perspective [56,65]. Furthermore, interdisciplinary project practice was included in the teacher education (role-play at the NAM, simulating the role of students and future teachers), so that the preservice teachers had the opportunity to experience the difficulties of performing the dual role of student and teacher [66]. As a result, when they work as teachers in the future, they will be in a privileged position to be able to identify these problems and make useful decisions to help overcome them [67].…”

Business Ethics Decision-Making: Examining Partial Reflective Awareness

“…If individuals become aware of their own deviations, they may put additional effort into shaping their future decision-making in a desired direction. In this context, improvement in reflective awareness would contribute to the better, more sustainable [54][55][56][57][58][59][60][61][62] ethical choices and reveal a possibility of an intervention design within the higher education framework. In addressing the question of how revealed regularities can be translated into nudges, we conclude that it is necessary to use additional questions and instruments in order to reveal underlying patterns and/or guidelines for decision-making in relation to those who selfidentify themselves.…”

“…The relationship between the business ethics curriculum, sustainability and responsibility has previously been suggested as a prerequisite for shaping future decision-makers' attitudes and competences, as well as for building their integrity and morality [54][55][56][57][58]. Correspondingly, the reflective thinking proved to have an important role in development of quality learning and knowledge application to new and realistic situations [59,60], also, [61] show that reflective (and cooperative) learning environment enable development of competences for sustainability. Stated reveals a firm relationship between the ethics curriculum, reflective skills nurturing and attainment of complex competences (such as competences for ethical decision-making and the competences for sustainability).…”