Simulation as an educational method in teacher education
DOI:
https://doi.org/10.7577/sjvd.3452Keywords:
simulation, communication skills, student interview, learningAbstract
Background: Student-teachers must have competence in communication skills to be qualified as teachers in the educational system. Feedback from students indicates that they want to practice realistic communication relevant to school practice. This was the basis of a project carried out in the vocational teacher education program in Trondheim in autumn 2018. Simulation was used as a learning tool with a focus on role play between students and teachers.
Aim: The aim was to investigate students’experiences with the use of simulation as educational method in vocational teacher education program.
Methods: Fifteen reflection logs were written by first-year students in the health and youth development program at the vocational teacher education program. The analysis has a phenomenological aspect and is based on Malterud´s systematic text condensation.
Results: The results show that it is important to prepare early in the semester, where the curriculum was presented with descriptions of learning outcomes, in addition to a real-life case. The students pointed out that the debriefing phase was important in relation to their reflection and learning, and that they experienced learning with their fellow students. It was announced that the curriculum was highlighted during the role play, and students made it clear that practice was necessary to be confident in the teacher role. The study shows that students wish to apply knowledge they acquired to the practical field.
Conclusions: The study shows that students in the vocational teacher education program experienced the benefit of simulation as an educational method, and this knowledge was relevant to school practice.
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Copyright (c) 2020 Marit Lindset, Ingvild Aune
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