Mimetic Dimensions of Professional Learning Through Simulation: The Role of Simulative Experiences

• In Event: Diverse Modes of Facilitating Teacher Development

Abstract

Simulation-based learning (SBL) is regarded as an effective medium in teacher education. Although much is known about interpersonal factors mediating SBL, less is known about intrapersonal processes underpinning it. One such process is mimesis – a personally-directed process arising from observation, imitation, and practice. This exploratory case study aimed at unfolding mimetic learning aspects involved in SBL. Fifteen in-service teachers who attended SBL workshops (focused on inclusion-induced conflictual situations) underwent semi-structured in-depth interviews, 8-12 weeks post-workshop. Content analysis surfaced the simulative experience as the platform within which mimetic learning occurs during SBL. The study highlights the need for simulative experiences alongside opportunities for mimetic learning to promote best practice, especially considering the COVID-19 lockdown, where opportunities for peer observation are limited

Authors

• Rivi Frei-Landau, The MOFET Institute

• Lily Orland-Barak, University of Haifa