An Exploratory Study on Simulated Teaching as Experienced by Education Students

Autor/in	Presnilla-Espada, Janet
Titel	An Exploratory Study on Simulated Teaching as Experienced by Education Students
Quelle	In: Universal Journal of Educational Research, 2 (2014) 1, S.51-63 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Teacher Education; Teaching Methods; Simulation; Simulated Environment; Teaching Skills; Likert Scales; Undergraduate Students; Role Playing; Transfer of Training; Student Attitudes; Practicums; Student Teaching; Mentors; Guidance; Expertise; Qualitative Research; Statistical Analysis; Questionnaires; Interviews + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Simulation program; Simulationsprogramm; Künstliche Umwelt; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Likert-Skala; Rollenspiel; Training; Transfer; Ausbildung; Schülerverhalten; Practicum; Praktikum; Praktika; Teaching practice; Unterrichtspraxis; Beratung; Expert appraisal; Qualitative Forschung; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik
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 3- year 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. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01