Exploring the Effectiveness of Clinical Simulations to Develop Student Teachers' Parent-Teacher Communication Competence

Autor/inn/en	De Coninck, Karen; Keppens, Karolien; Valcke, Martin; Dehaene, Heidelinde; De Neve, Jan; Vanderlinde, Ruben
Titel	Exploring the Effectiveness of Clinical Simulations to Develop Student Teachers' Parent-Teacher Communication Competence
Quelle	In: Research Papers in Education, 38 (2023) 1, S.69-101 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Coninck, Karen) ORCID (Valcke, Martin) ORCID (De Neve, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2021.1961291
Schlagwörter	Student Teachers; Parent Teacher Cooperation; Simulation; Communication Skills; Skill Development; Electronic Learning; In Person Learning; Student Attitudes; Self Efficacy; Instructional Effectiveness; Parent Teacher Conferences + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Simulation program; Simulationsprogramm; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg
Abstract	This study investigated the effectiveness of clinical simulations (CS) as an instructional strategy to prepare student teachers to conduct parent-teacher conferences. A pre-test/post-test study was set up in order to study the impact of online (n = 181) and face-to-face CS (n = 95) on student teachers' parent-teacher communication competence (PTCC). Assessment of PTCC development was based on a video-based instrument and a self-efficacy scale. Results suggested that both types of CS are effective instructional strategies to improve student teachers' PTCC. Both student teachers' self-efficacy beliefs and situation-specific skills regarding parent-teacher communication improved. Implications and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01