Simulation-Based Learning in the Context of Peer Learning from the Perspective of Preservice Teachers: A Case Study

Autor/inn/en	Levin, Orna; Flavian, Heidi
Titel	Simulation-Based Learning in the Context of Peer Learning from the Perspective of Preservice Teachers: A Case Study
Quelle	In: European Journal of Teacher Education, 45 (2022) 3, S.373-394 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levin, Orna) ORCID (Flavian, Heidi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1827391
Schlagwörter	Preservice Teacher Education; Simulation; Preservice Teachers; Peer Teaching; Student Attitudes; Feedback (Response); Reflection; Collegiality; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Simulation program; Simulationsprogramm; Peer group teaching; Peer Group Teaching; Schülerverhalten; Kollegialität; Ausland
Abstract	Recently, simulation-based learning (SBL) has become an inseparable part of teacher-education. This case study examined the learning processes that preservice teachers experienced while participating in SBL. The main goal of the study was to identify the aspects of peer learning inherent to SBL that are beneficial for the teacher-education process, to facilitate the development of effective teacher-education modules. Current research questions focus on SBL experiences and insights, as seen from the perspective of the preservice teachers regarding peer-learning patterns. Preservice teachers identified the following four benefits related to the implementation of SBL in the context of peer learning: Readiness to provide and accept feedback; The observers' reflective analysis of the experience; Expanding one's view of the situation; Collegial bonding. These findings are relevant to teachers around the world and provide evidence of the importance of SBL in the framework of teacher education and especially in the context of peer learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01