Enhancing Student Teachers’ Ability to teach Controversial Issues through Simulation Training

Resumé

This study examines the reflections of 31 pairs of student teachers on their experiences with simulation training for teaching controversial issues. It explores how they perceived this training to enhance their professional learning beyond conventional teacher education methods. By participating in simulated role-play and observing five avatar pupils, the student teachers recognized the need to employ strategies for managing comments, questions, and responses effectively. They also emphasized the importance of thorough planning, particularly when adapting to diverse learner needs. Teaching controversial issues further underscored the significance of both subject knowledge and pedagogical content knowledge in facilitating meaningful classroom discussions. Alternating between acting and observing enabled the student teachers to gain insight into multiple instructional approaches to the same content. This dual perspective also helped them develop skills for handling unexpected situations in the classroom. According to the student teachers, simulation training provided a controlled yet realistic environment in which they could practice teaching complex and sensitive controversial topics, experiment with different strategies, and learn from mistakes without the immediate pressures of a real classroom. Moreover, the training offered a rare opportunity for practice-based learning within a university setting, addressing a gap in their teacher education.