Literaturnachweis - Detailanzeige
| Autor/inn/en | Coughlin, April B.; Dotger, Benjamin H. |
|---|---|
| Titel | "How Can I Help?": Practicing Familial Support through Simulation |
| Quelle | In: Teacher Education Quarterly, 43 (2016) 4, S.77-96 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Family Violence; Preservice Teachers; Secondary School Teachers; Beginning Teachers; Teacher Educators; Teacher Education; Simulation; Simulated Environment; Sexual Harassment; Physician Patient Relationship; Antisocial Behavior; Verbal Communication; Mothers |
| Abstract | Teachers face numerous challenges in daily practice, including situations that involve the health, safety, and well-being of students and families. When harassment and physical abuse impact K-12 students, these situations pose unexpected challenges to novice teachers working to support their students. In this article, the authors report on a study of preservice secondary teachers' (PSTs) simulated interactions with a mother who presents evidence of physical and verbal abuse, illuminating how PSTs navigate the uncertainties and challenges of domestic violence. To begin, the authors describe the concept of a clinical simulation, its origin in medical education, and its influence on teacher education. They outline their design and implementation procedures for the Summers simulation, where each PST interacted with an actor carefully trained to portray a timid Mrs. Summers, who is worried about her son's emerging abusive tendencies. Drawing from the resulting simulation video data, the authors focus their discussion and implications on the introduction of, and rehearsal within, professional uncertainty and how approximating uncertainty can foster teacher learning. (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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