The Impact of Preservice and New Teachers’ Involvement in Simulation Workshop and Their Perceptions about the Concept of Conflict in Education

Esmael A. Salman, Amtiaz Fattum
Interdisciplinary Journal of e-Skills and Lifelong Learning  •  Volume 15  •  2019  •  pp. 105-120

In the modern world, simulation has become a new phenomenon in education, which conveys new and innovative ideas of curriculum, instruction, and classroom management. It makes certain of Aristotle’s words when he said that “The things we have to learn before we do them, we must learn by doing them”. One might think that simulation in education is one of these technologies.
This study examined preservice and new teachers’ perceptions about the con-cept of conflict and educational conflict management in a simulation workshop conducted at the Academic Arab College’s Simulation Center in Haifa, Israel.

Simulation engages learners in “deep learning” and empowers their understanding. In other words, simulation provides an alternative real world experience.
As part of our work at the Educational Simulation Center in the Arab Academic College in Haifa, Israel, we examined the performance and contribution of educators who visit the center and participate in educational conflict management simulation workshops.

A mixed methods study was conducted. A total of 237 participants of preservice teachers from diverse professions were divided into 15 groups to examine the research question: How does the experience of participating in a simulation workshop affect preservice teachers’ perception about the concept of conflict?

This study seeks to contribute to simulation and conflict management in education. This contribution to the body of literature can help researchers, scholars, students, and education technology professionals to advance simulation research studies.

The study findings indicate that there is a high degree of satisfaction (more than 90%) among preservice teachers in participating in the workshop. It also indicates a positive and significant change in participants’ perceptions of the concept of conflict and the management of conflict situations.

In light of the study findings, it is recommended that new teachers be exposed to simulation workshops with a variety of scenarios dealing with different conflict situations. This exposure could contribute to their professional development and conduct in a more efficient and convenient manner in schools.

conflict, satisfaction, simulation in education, simulation scenario
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