Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation

Authors

  • Larry P. Nelson University of Texas at Arlington

DOI:

https://doi.org/10.33423/jhetp.v21i9.4600

Keywords:

higher education, service-learning, active-learning, simulation, critical thinking

Abstract

Mentoring preservice teachers in collaborative instructional practices with public school partners has been a proven and substantiated way to improve their executive functioning and self-regulation skills. This study explores whether a contextually developed set of active-learning simulations in the lecture portion of a teacher education service-learning course can further improve preservice teachers’ efficacy in the field. Using mixed-methodology, findings show how preservice teachers respond differently to styles of traditional lecture-style recitation and active-learning simulation and how that translates to working with middle school students. Data shows teachers feel more supported, confident, and positioned for success when engaged with authentic teaching simulations that challenge their approach to be effective managers of diverse student behavior.

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Published

2021-09-24

How to Cite

Nelson, L. P. (2021). Service-Learning Collaboration: Improving Teachers’ Critical-Thinking and Job-Skill Training Using Active Simulation. Journal of Higher Education Theory and Practice, 21(9). https://doi.org/10.33423/jhetp.v21i9.4600

Issue

Section

Articles