Simulated Learning Environments to Support General and Special Education Preparation Programs in Developing Teacher Cand
Teacher preparation programs are challenged with simultaneously training teachers who not only utilize effective teaching and classroom management strategies for a wide array of student learners but also boost student achievement and incorporate culturall
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Elizabeth Bradley Editor
Games and Simulations in Teacher Education
Advances in Game-Based Learning
Series Editors Dirk Ifenthaler Scott Joseph Warren
More information about this series at http://www.springer.com/series/13094
Elizabeth Bradley Editor
Games and Simulations in Teacher Education
Editor Elizabeth Bradley School for Graduate Studies SUNY Empire State College Latham, NY, USA
ISSN 2567-8086 ISSN 2567-8485 (electronic) Advances in Game-Based Learning ISBN 978-3-030-44525-6 ISBN 978-3-030-44526-3 (eBook) https://doi.org/10.1007/978-3-030-44526-3 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Foreword
Teacher education combines a large number of competencies which characterise later experts in education and schooling. Some of these competencies include (a) the design, planning, and evaluation of learning and teaching processes; (b) the motivation of students; (c) the knowledge of developmental, social, and cultural presuppositions of students; (d) the assessment, analysis, and facilitation of a student’s stage of development and learning; (e) the ability to conduct counselling interviews; (f) the active cooperation in quality development of a school and school organisation; and many others. Teacher education programmes focus on these competencies, which teachers require to perform their tasks effectively in the classroom, school, and wider educational arena. Both, the pre-service and in-service teacher education programmes utilise an abundancy of methods and approaches to prepare and advance the teachers’ competencies including mentoring, attendance
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