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.

摘要

近年来，基于模拟的学习（SBL）已成为教师教育不可分割的一部分。本案例研究考察了职前教师在参与 SBL 时所经历的学习过程。该研究的主要目标是确定 SBL 固有的同伴学习对教师教育过程有益的方面，以促进有效的教师教育模块的开发。从职前教师关于同伴学习模式的角度来看，当前的研究问题集中在 SBL 的经验和见解上。职前教师确定了在同伴学习背景下实施 SBL 的以下四个好处： 准备好提供和接受反馈；观察者对经验的反思分析；扩大对形势的看法；学院结合。