Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Sima Zach and Miki Ophir
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Sima Zach: School of Education, The Academic College at Wingate, Netanya 4290200, Israel
Miki Ophir: School of Education, The Academic College at Wingate, Netanya 4290200, Israel

Sustainability, 2020, vol. 12, issue 7, 1-13

Abstract: Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

Keywords: simulation; high order thinking; divergent thinking; reflective thinking; teacher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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