Using a Medical Simulation Model to Strengthen Capacities Within Preservice Special Education Teacher Candidates

• In Event: Teaching Active Practice in Family Engagement to Teacher Candidates: Resource-Sensitive Models

Abstract

Objectives
The relationship between teacher and parent/caregiver sets the stage for ongoing collaborative efforts to increase academic achievement and social emotional growth (Minke, Sheridan, Ryoo & Koziol, 2014; Jeynes, 2011). Teacher Preparation Programs (TPP) provide rich clinical experiences regarding content and pedagogy, yet often fall short in preparing Teacher Candidates (TC) for communicating with parents/caregivers (Epstein & Sanders, 2006; Ferrara & Ferrara, 2005; MacLure & Walker, 2000; Tichenor, 1988). Consequently, novice teachers enter the classroom inadequately prepared to foster these necessary relationships (Dotger 2009).

In order to address this disconnect in the preparation process, TCs have the opportunity to practice these critical skills through the use of a Simulated Interaction Model (SIM) based on medical training pedagogy. TCs interact with Simulated Parents (SPs) around “real-life” scenarios to increase their interactional skills, and perceived efficacy in future interactions. A multi-tiered debriefing process follows where TCs individually discuss their encounters, and interpersonal styles are then built upon through small group and whole class discussion.

Theoretical Framework
Constructivism is the theoretical framework that supports the integration of SIMs as an authentic learning experience. Ertmer & Newby (1993) outlined the underlying assumptions of constructivism as: (1) the learner should have control to manipulate information; (2) learning should occur in a meaningful context; (3) information should be presented in a variety of formats; (4) learners should have an opportunity to employ problem solving skills; and, (5) assessment should measure the learner’s ability to transfer knowledge and skills. The SIM model is based on these theoretical assumptions where graduate students activate prior knowledge during the simulation, employ problem-solving skills, and self-assess their abilities while learning from others during debriefing.

Methods and Data
Two existing clinical scenarios (Dotger, 2012) are modified to provide contexts into both general and special education, and provide TCs with teacher and parent initiated formats. In the past, the SIMs were conducted at a Medical College using the Clinical Competency Center. In order to make the pedagogy sustainable, a mobile SIM lab is under development where teacher candidates will have the same opportunity to interact with a SP.

Data is gathered individually from TCs following the encounter, and through open-ended small group responses. The SP completes a communication checklist. Approximately two weeks later, each cohort debriefs in a whole group manner. Upon completion of the final SIM, TCs complete a survey about the experience. Each encounter and feedback session is video recorded, and clips from these interactions are used to provide examples for discussion.

Results
Data from previous applications of the SIMs have provided positive outcomes for TCs. It is believed that the same results can be achieved using a sustainable model of application where the University’s resources are maximized.

Contribution
The use of SIMs to provide TCs with authentic scenarios to develop interpersonal skills and self-efficacy regarding future parent interactions in the primary focus of the research. Addressing challenges regarding the lack of preparation in parent-teacher interactions expressed through the research provides a sustainable, innovative contribution to the field of teacher preparation.

Authors

• Mathew LaFave, University at Albany - SUNY

• Christine Smith, University at Albany - SUNY