Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL DOI Creative Commons
Ronen Kasperski, Orna Levin, Merav E. Hemi

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 129 - 129

Опубликована: Янв. 23, 2025

This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, Web Science—were searched, resulting 68 that met stringent inclusion criteria after thorough screening validation. Findings indicate inconsistencies terminology the categorisation simulation types across studies, highlighting need for standardised definitions. identify specific prioritise SEL development, offering valuable insights into their effective implementation. theoretical contribution this lies proposing clear typology simulations, distinguishing various roles advancing teacher training professional development. In light findings, we suggest that, to optimise use simulations enhance effectiveness developing competencies within education programs, educators researchers should adopt more approach SEL-targeted simulations.

Язык: Английский

Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL DOI Creative Commons
Ronen Kasperski, Orna Levin, Merav E. Hemi

и другие.

Education Sciences, Год журнала: 2025, Номер 15(2), С. 129 - 129

Опубликована: Янв. 23, 2025

This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, Web Science—were searched, resulting 68 that met stringent inclusion criteria after thorough screening validation. Findings indicate inconsistencies terminology the categorisation simulation types across studies, highlighting need for standardised definitions. identify specific prioritise SEL development, offering valuable insights into their effective implementation. theoretical contribution this lies proposing clear typology simulations, distinguishing various roles advancing teacher training professional development. In light findings, we suggest that, to optimise use simulations enhance effectiveness developing competencies within education programs, educators researchers should adopt more approach SEL-targeted simulations.

Язык: Английский

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