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ERIC Number: EJ969524
Record Type: Journal
Publication Date: 2012-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0313-5373
The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers' Learning about Emotional Self-Regulation and Its Relevance to the Teaching Profession
De Jong, Terry; Lane, Jeniffer; Sharp, Sue
Australian Journal of Teacher Education, v37 n3 p34-43 Mar 2012
This study was undertaken in response to the imperative of teacher education courses incorporating National Professional Standards for Teachers, in particular Standard 7, which deals with the professional engagement of teachers (AITSL, 2011). It aimed to evaluate the efficacy of simulation and active recall as a learner-centred pedagogy in facilitating pre-service teachers' learning about their capacity to self-regulate emotionally and its relevance to the profession. A simulated "critical incident" was used in a lecture to guide students (n=106) to analyse and understand their emotional responses to an altercation between the lecturer and a colleague. The evaluation involved both quantitative and qualitative data collection. The study generated six useful insights associated with the efficacy of simulation pedagogy and revealed convincingly that this pedagogy can engage students actively in learning about the importance of emotional self-regulation in relation to their professional role as a teacher.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia