Representation, Response-ability, and (Re)Traumatization: What Are the Ethical Considerations of Using Simulations in Teacher Education?

• In Event: Barriers and Possibilities: Moving Toward Justice in Teacher Education

Abstract

Simulations have become increasingly popular in teacher education programs in the last decade as a pedagogical tool to use with preservice teachers. However, within the existing body of literature on simulations, the ethical considerations of this work have been left implicit. In this conceptual paper, we posit a framework to guide the ethical considerations of using simulations in teacher education, noting examples from the literature of what it might look like to engage ethically in this work. We explore ethics of representation, response-ability, and (re)traumatization as facets of this framework. We invite other scholars to use this framework as a starting point in a conversation to explore the potential of simulations in teacher education from a humanizing and anti-oppressive standpoint.

Authors

• Elizabeth Anne Self, Vanderbilt University

• Barbara S. Stengel, Vanderbilt University