IN-PERSON Prague Research & Teaching Conference
Abstract
Critical thinking skills is essential in higher education, where future professionals must navigate complexities and make informed decisions. This study explores using simulation as a pedagogical method in teacher education to foster critical thinking among pre-service teachers. Simulations provide realistic scenarios to apply theoretical knowledge to practical situations, enhancing problem-solving and reflective thinking. By engaging in simulations, teacher candidates can experience diverse classroom environments, manage behavioral issues, and implement strategies in a controlled setting. The research question is: How effective is simulation as a pedagogical method in fostering critical thinking among pre-service teachers? The initial data were derived from a survey of pre-service teachers that emphasized the participants’ experiences with critical thinking in the simulations. Triangulation (Fusch, Fusch, & Ness, 2018) was performed using a second set of data collected from focus group discussions with the same teacher candidates. Findings suggest that simulations significantly contribute to the development of critical thinking, and thereby professional suitability by promoting active learning, collaboration, and immediate feedback. However, simulations must be designed to align with curricular goals and include fidelity and student preparedness. This study concludes that ongoing evaluation and adaptation are necessary for maximizing potential. Further research is recommended to explore long-term impacts on teaching practices and student outcomes. In summary, simulation as a pedagogical method offers an approach to enhancing critical thinking in higher education, preparing future educators across disciplines for real-world complexities.
Mette Hvalby is an associate professor in pedagogy and Head of suitability assessments at the faculty of arts and education at the University of Stavanger in Norway. She has extensive experience as a teacher educator. Her most important research activities are professional development, suitability assessment, simulation as a pedagogical method, and mentoring. The research also involves several recent published articles and book chapters.
Mette Tindvik Hansen is an associate professor and Head of suitability assessments at the faculty of health and welfare studies at the Ostfold University College in Norway. She has extensive experience as a social educator. Her most important research activities are professional development, didactics, simulation as a pedagogical method, and suitability assessment. The research also involves several recent published articles.
1:30 pm - 3:00 pm
Tuesday 10th June, 2025