No abstract

Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.

Studying literature online has become common in teacher-education colleges since the increase of online learning in the higher education arena. The aim of this study was to identify the primary components of online literature lessons as perceived by preservice teachers (PSTs). Using a qualitative, multiple case study approach, data from a heterogeneous population of 90 PSTs attending three Israeli teacher-education colleges were retrieved, using discussions, questionnaires, and interviews. Thematic-cognitive data analysis yielded three major themes related to technological aspects, teachers’ knowledge, and PSTs' subjective experiences of an online literature lesson. Based on these findings, a theoretical model was constructed for developing guidelines for teaching literature online. Given that there is no existing framework for conducting literature lessons online, this study contributes to the literature by extending the resources available for understanding and researching pedagogical content knowledge (PCK) for teaching literature.