Situation Simulation as a Pedagogical Method in Teacher Education

Abstract

The idea of sustainable development has been identified as the overarching goal of the 21st century in various sectors of the Latvian economy, including education. This idea of sustainability encourages teacher education programs to look for new approaches and pedagogical ways to achieve learning outcomes, i.e., to ensure that graduates are effective implementers of sustainability ideas in their professional careers. Simulation-based education has been found to be an effective way to address these challenges in many countries. It offers students the opportunity to learn in a safe environment, as well as promotes self-efficacy in their professional activities. This article highlights ways in which simulations can strengthen teachers' professional skills in everyday and critical professional situations. The aim of this publication is to analyse the effectiveness of the situation simulation method in the context of teacher education. The methodology of the research consists of a set of qualitative data obtained by interviewing 37 graduates of the teacher education program, for whom situation simulation was used as one of the methods during their studies. The professional benefits identified in the interviews were mapped in relation to the planned learning outcomes and it was concluded that this method can be used both as a teaching method and as a tool for assessing professional skills. The study data were analysed using the qualitative data processing program NVivo 12.0. Within the framework of the research, the benefits for students both in the study process and in starting an independent professional activity were analysed and described.