Preparing Teachers for Family-School-Partnerships: Exploring the Use and Impact of Clinical Simulations in Teacher Education

Session Type: Symposium

Abstract

Although teachers have an immediate impact on family-school-partnerships, they receive little training for interacting with parents and families. This session’s three papers focus on the methodological challenges and rewards of using clinical simulations as an innovative tool for developing teacher candidates’ (TCs’) professional social competencies. The first paper presents the merits and limitations of two kinds of parent-teacher simulations in teacher education (i.e., vicarious and direct experience). The second explores TCs’ physiologically responses when engaging in parent-teacher simulations. The third paper reports on the design of a video-based assessment of TCs’ professional social competence.

Sub Unit

• SIG-Family, School, Community Partnerships

Chair

• Martin M. Valcke, Ghent University

Papers

• Learning by Doing Versus Learning by Watching: Merits and Limitations of Direct and Vicarious Experience - Joan Walker

• Teacher Candidates' Physiological Responses When Engaging in Simulations With Standardized Parents - Benjamin H. Dotger, Syracuse University

• Measuring Teacher Candidates' Parent-Teacher Communication Competences: Designing a Valid and Reliable Video-Based Instrument - Karen De Coninck, Ghent University; Ruben Vanderlinde, Ghent University; Martin M. Valcke, Ghent University

Discussant

• Gary Sykes, Educational Testing Service