Simulation-assisted Internship Workshops – A Tool for Bridging between Academia and the Field in Teacher Training in Israel

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Miri Ben-Amram, N. Davidovitch
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引用次数: 0

Abstract

During their residency year and concurrent with their first year of work at a school, teacher residents must participate in an internship workshop to receive support, empowerment, and professional development. The purpose of the current study is to examine the efficacy of an internship workshop combining simulations for teacher residents, and whether combining simulations in the workshop constitutes a teacher training tool that bridges between academia and the field with regard to group cohesion and evaluation of personal functioning in the workshop. Another purpose is to explore the resident's sense of empowerment and mental preparation after participating in the workshop. Participants included 41 teacher residents who participated in 16 simulations throughout their residency year. The study utilized a mixed methodology: a quantitative method comprised of questionnaires on social cohesion in the workshop and social-personal functioning; and a qualitative method, where the participants were interviewed at the conclusion of the workshop. The research findings show a high score for social cohesion in the workshop. Despite the disagreements among the residents, they feel safe and accepted in the group. Regarding the aspect of social-personal functioning, the residents reported that the workshop had a considerable impact on their functioning at the school and that thanks to the workshop they reached a good understanding of their behavior as teachers and of their interpersonal conduct in the group. Regarding the measure of behavior in the workshop, they reported active participation and high sharing of difficulties. In the qualitative part, in the interviews the teachers noted the importance of two processes that took place in the cohesive and supportive group. The first was their mental preparation by dealing with difficulties, challenges, and dilemmas that arose in the workshop via the simulations, as well as receiving reflective feedback and practical tools for their work. The second was the importance of assistance with the bureaucratic process until receiving the teacher's license (such as completing forms, evaluation, teacher associations, and pay). The research findings illuminate the importance of integrating simulations in internship workshops for teacher residents, which strengthens the association between academia and actual work at the school.
模拟辅助实习讲习班-以色列教师培训学术界与实地之间的桥梁工具
在实习期间以及在学校工作的第一年,实习教师必须参加实习工作坊,以获得支持、授权和专业发展。本研究的目的是检验实习工作坊结合模拟对住院教师的有效性,以及在工作坊中结合模拟是否构成了一种教师培训工具,在小组凝聚力和工作坊个人功能评估方面架起了学术界和实地之间的桥梁。另一个目的是探讨居民参与工作坊后的赋权感和心理准备。参与者包括41名实习教师,他们在实习期间参加了16次模拟。该研究采用了一种混合方法:一种定量方法,包括关于车间社会凝聚力和社会-个人功能的问卷;以及一种定性方法,在研讨会结束时对参与者进行访谈。研究结果显示,车间的社会凝聚力得分较高。尽管居民之间存在分歧,但他们在群体中感到安全和被接受。在社会-个人功能方面,住客报告说,工作坊对他们在学校的运作有相当大的影响,由于工作坊,他们对自己作为教师的行为和他们在团体中的人际行为有了很好的理解。关于在研讨会上的行为衡量,他们报告积极参与和高度分享困难。在定性部分,在访谈中,教师指出了在凝聚力和支持性小组中发生的两个过程的重要性。首先是他们的心理准备,通过模拟来处理工作坊中出现的困难、挑战和困境,并获得反思性反馈和实用的工作工具。第二是在获得教师执照之前,在官僚程序方面提供帮助的重要性(例如填写表格、评估、教师协会和工资)。研究结果阐明了在实习工作坊中整合模拟的重要性,这加强了学术与学校实际工作之间的联系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.60
自引率
9.10%
发文量
13
审稿时长
14 weeks
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