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

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.