ABSTRACT

In recent decades, live simulation has been introduced into teacher training in the USA, Europe and Asia in order to better prepare students for teaching in class. The current study sought to examine the effect of using live simulations of conflict management on the formation of professional identity among Israeli students in a multicultural teacher education college. The study included 145 B.Ed. and M.Ed. students attending an Israeli teacher education college. Data were collected using the teachers’ professional identity scale, teachers’ identity conflicts scale and an open-ended questionnaire about the advantages and challenges of teaching-learning through simulations. The content analysis of the open-ended questions supported the SEM findings and showed that the less central, cognitive and emotion-arousing the conflict, and the higher its level of resolution, the stronger the professional identity formation among the intervention group members. The research conclusion is that learning through conflict simulations contributes to the development of pre-service teachers’ professional identity.

摘要

近几十年来，实时模拟已被引入美国、欧洲和亚洲的教师培训，以更好地为学生做好课堂教学准备。目前的研究旨在检验在多元文化师范教育学院中使用冲突管理的实时模拟对以色列学生职业认同形成的影响。该研究包括 145 个 B.Ed。和教育硕士 以色列教师教育学院的学生。使用教师专业认同量表、教师认同冲突量表和关于模拟教学的优势和挑战的开放式问卷收集数据。开放式问题的内容分析支持 SEM 的研究结果，并表明冲突越不集中、认知和情绪激发，其分辨率越高，干预组成员之间的职业认同形成越强。研究结论是，通过冲突模拟学习有助于职前教师职业认同的发展。