The Multifaced Opportunities for Utilization of Simulation-Based Learning Models in K-12 and Professional Development in Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (15 September 2024) | Viewed by 1063
Special Issue Editors
Interests: special-education; teacher-education; inclusion; think-ing development; mediation and learning strategies
Special Issue Information
Dear Colleagues,
Throughout the last two decades, the use of simulation-based learning methods in teacher education has been promoted from a variety of perspectives (Chernikova et al., 2020). The term “simulation” has many uses (McGarr, 2020); while educators, scholars and companies are motivated to develop different models of simulations for learning and teaching processes, they all share the same core goal of integrating theory and practice in teacher education programs. On this vein, simulations invite the learners to cope with complex scenarios to better prepare the teachers for their role as educators. Furthermore, the teachers’ professional identity develops, along with the improvement of education (Kasperski and Crispel, 2021). Nevertheless, in order to expand the influence of these models, we must collect the findings from new studies and discuss their advantages and challenges.
The goal of this Special Issue is to offer researchers, educators, and all the readers the opportunity to implement simulations for the development of high-quality educational systems in general and teacher education programs in particular.
References
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499-541. https://doi.org/10.3102/0034654320933544
Kasperski, R., & Crispel, O. (2021). Preservice teachers’ perspectives on the contribution of simulation-based learning to the development of communication skills. Journal of Education for Teaching, 1-14. https://doi.org/10.1080/02607476.2021.2002121
McGarr, O. (2020). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: Implications for reflective practice. Journal of Education for Teaching, 46(2), 159-169. https://doi.org/10.1080/02607476.2020.1733398
Dr. Heidi Flavian
Dr. Orna Levin
Guest Editors
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Keywords
- simulation-based learning
- teacher education
- educational systems
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