Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature

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.

The Missing Piece in the CASEL Model: The Impact of Social–Emotional Learning on Online Literature Teaching and Learning

“…Although there are established bodies of knowledge regarding SEL in other disciplines, such as special education [20], in the field of literature, this knowledge is just beginning to emerge. Moreover, while SEL implementation requires a holistic teaching and learning process, most of the professional literature regarding the teaching of literature focuses on the learners' perspective without addressing the teachers' perspective [21,22]. Finally, literature teaching-like any effort to make sense of the human experience [23]-has the potential to promote SEL [24]; however, surprisingly, the use of SEL in literature teaching has not yet been thoroughly researched [8].…”