Knowledge integration in teacher education through the use of simulation - Cases from Denmark and Norway

A persistent challenge in teacher education (TE) is bridging the theory-practice gap.
This gap, often encountered by student and novice teachers, stems from the abstract
nature of their preparatory education compared to the situated nature of in-service
experiences (Canrinus et al., 2017). Effective teaching requires integrating diverse
knowledge resources, from educational theories and research to subject-specific
knowledge, didactics, practical skills, and an understanding of school contexts.
Teachers must assess how to mobilize and integrate these resources for tasks such as
planning, lecturing, or facilitating discussions. Addressing this discrepancy can begin
during school placements, but there is a call for more innovative approaches, like
simulations, in Nordic TE (Forsström & Munthe, 2023). The discussion in the roundtable
will include perspectives on student teachers' outcomes from a roleplay of a parent teacher meeting (Denmark) and digital simulations (Norway).
The framework of practice-based TE (e.g. Grossman & Fraefel, 2024) emphasizes that
simulations can allow student teachers to practice elements with high support and
reduced complexity. According to Hermansen and Mausethagen (2023), designing for
knowledge use and collaborative integration in simulations requires: (1) Knowledge
Resource Pool: Providing comprehensive conceptual and material resources (e.g.,
books, research articles, digital devices) for students to activate in familiar activities. (2) Scenario Integration: Creating scenarios to integrate various knowledge production modes in technology-enhanced, scenario-based simulations. (3) Resource
Supporting student teachers in analyzing the affordances and constraints of specific
knowledge resources, aiding them in assessing potential. (4) Creative Connection:
Recognizing that linking knowledge resources and processes is a creative, analytical
task evolving through practice.
In both cases a design-based research approach is used. The Danish case examines a
simulation in the format of a parent-teacher meeting roleplay in campus teaching. The Norwegian case aim to develop iteratively refined learning activities and resources to advance learning theories and practices. Collaborating with teacher educators, student teachers, and teachers, the study identifies challenges in knowledge integration and develops scenarios integrated into technology-enhanced simulations. These scenarios employ various forms such as desktop VR using 360 cameras (CAVA360VR) and modified AI chatbots, enabling teachers to pause, reflect, and discuss knowledge resource integration.
Student teachers' outcomes are analyzed through observations and a qualitative survey with open reflections (Braun et al., 2021).
The findings from the two cases will be presented under the following themes: (1) Renewing Teaching Approaches: Addressing the need for updated teaching and learning approaches in TE. (2) Innovative Simulations: Developing
innovative, scenario-based simulations using the latest technology. (3) Teacher Leadership: Educating prospective teachers to take on leadership roles. (4) Communication and Concepts: The importance of effective communication
and conceptual choices. (5) Theoretical Motivation: Increasing motivation for further theoretical studies. (6) Embodied Learning: Understanding the role of embodied learning. (7) Collaborative Learning: Highlighting collaborative learning through discussions and feedback.
Based on these two cases and the evidence gap map (Forsström & Munthe, 2023), the roundtable will discuss