Simulation-Based Training for Enhancing Professional Competencies in Teacher Education: A Study on the Role of Dissonant Profiles in Fostering Critical Thinking and Problem-Solving Skills

This study investigates the potential of simulation and virtual exchange as a pedagogical strategy for training pre-service teachers in a Master course. The research focuses on the role of professional profiles in shaping the simulation scenario and the impact of embracing dissonant profiles on understanding complex educational systems. The study employs a qualitative case-study design to explore the effectiveness of simulation-based learning in teacher education. The results indicate that simulation-based learning can enhance professional competencies by fostering critical thinking, problem-solving, leadership and contingency management. Furthermore, the study highlights the importance of incorporating theory and research on experiential learning, embodiment, and situated cognition to better understand how professional profiles influence the simulation scenario and the development of professional competencies. The findings suggest that embracing dissonant profiles in simulation can help pre-service teachers better comprehend the complexities of professional practice and develop the skills necessary for effective teaching.