The Effect of the Professional Development Phase on the Contribution of a Teaching Simulation during Teaching Staff's Preparation and Development
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| Title: | The Effect of the Professional Development Phase on the Contribution of a Teaching Simulation during Teaching Staff's Preparation and Development |
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| Language: | English |
| Authors: | Ifat Linder (ORCID |
| Source: | Teacher Development. 2025 29(1):93-106. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Faculty Development, Foreign Countries, Simulation, College Faculty, Teacher Attitudes, Program Evaluation, Program Effectiveness, Preservice Teachers, Internship Programs |
| Geographic Terms: | Israel |
| DOI: | 10.1080/13664530.2024.2361128 |
| ISSN: | 1366-4530 1747-5120 |
| Abstract: | Simulations to improve teachers' professional conduct and development have recently increased globally. However, research on the impact on teachers at different professional stages is limited. The current study examined the effects of the simulations carried out at Tel Hai Academic College in the north of Israel in the Pre-service, Internship, and Professional teacher development phases to find their relative importance in the effect of the simulations on their participants and evaluate this teacher development practice. Four hundred thirty-seven teachers in three professional development phases participated in educational simulations and completed a questionnaire about three assessment levels of the individual (experience, learning, and application). Teachers perceived the most effective simulations in all parameters during their internship stage. Therefore, when simulations are used worldwide to advance professional teachers' development, it is recommended to do so as soon as possible upon entering the internship and first years' phase of teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454858 |
| Database: | ERIC |
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| Abstract: | Simulations to improve teachers' professional conduct and development have recently increased globally. However, research on the impact on teachers at different professional stages is limited. The current study examined the effects of the simulations carried out at Tel Hai Academic College in the north of Israel in the Pre-service, Internship, and Professional teacher development phases to find their relative importance in the effect of the simulations on their participants and evaluate this teacher development practice. Four hundred thirty-seven teachers in three professional development phases participated in educational simulations and completed a questionnaire about three assessment levels of the individual (experience, learning, and application). Teachers perceived the most effective simulations in all parameters during their internship stage. Therefore, when simulations are used worldwide to advance professional teachers' development, it is recommended to do so as soon as possible upon entering the internship and first years' phase of teaching. |
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| ISSN: | 1366-4530 1747-5120 |
| DOI: | 10.1080/13664530.2024.2361128 |
