Abstract
Empirical research has shown that simulated teaching could be one of the most powerful tools in preparing college education students for a solid field teaching experience. With the right function and mechanics, this pedagogy can equip students with the necessary teaching skills, aptitudes and competencies. Using a 30-item Likert-type Perceptions Scale on Simulated Teaching this 3- year exploratory study examined 352 undergraduate education students' perceptions on their simulated teaching experience wrapped in a live action role play. The study, anchored on the model-centered instruction, transfer of learning and embodied cognition theories further probed into their beliefs, attitudes and responses in the course of the immersion process. Results showed that majority of the respondents strongly believed they should be exposed to teaching prior to practicum and agreed that early training could develop their competence in teaching. They showed a highly positive attitude towards simulated teaching as an effective way to acquire and apply both content and skills in teaching and learning. Based on the findings, it may be concluded that when simulated teaching functions under conditions such as clear goals, guidelines, proper mentoring and guidance from teachers, students are then able to unlock and develop their potentials and prepare for every issue they will face in their practicum stage. The study further confirms a long-held principle that prolonged practice builds expertise.
Highlights
Simulated teaching could be one of the most powerful means of preparing teacher education students for a solid field teaching experience (Salas, Wildman, Piccolo, 2009:561; Salas, et al 2008; Hyltoft, Karwowski & Soszynski 2008)
The present study explored a simulation model under a framework where teacher education students were directly engaged in a live active role playing game in a real classroom environment
Using live action role play in simulation, the students played the role of a “teacher” teaching a topic which was part of the college content indicated in the syllabus of the subjects handled by the teacher-researcher
Summary
Simulated teaching could be one of the most powerful means of preparing teacher education students for a solid field teaching experience (Salas, Wildman, Piccolo, 2009:561; Salas, et al 2008; Hyltoft, Karwowski & Soszynski 2008). It provides an atmosphere where they apply their knowledge, complex skills and competencies in a non-threatening and purposeful environment (Bell & Kozlowski, in press; Cannon-Bowers &Bowers, in press; Moreno & Mayer, 2005). With lack of confidence they can withdraw from the challenge, and in due course, quit teaching
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