Recently, simulation-based learning (SBL) has become an inseparable part of teacher-education. This case study examined the learning processes that preservice teachers experienced while participating in SBL. The main goal of the study was to identify the aspects of peer learning inherent to SBL that are beneficial for the teacher-education process, to facilitate the development of effective teacher-education modules. Current research questions focus on SBL experiences and insights, as seen from the perspective of the preservice teachers regarding peer-learning patterns. Preservice teachers identified the following four benefits related to the implementation of SBL in the context of peer learning: Readiness to provide and accept feedback; The observers’ reflective analysis of the experience; Expanding one’s view of the situation; Collegial bonding. These findings are relevant to teachers around the world and provide evidence of the importance of SBL in the framework of teacher education and especially in the context of peer learning.

Clinical simulation is recognised as an authentic approach that relies on practice through simulations of real situations. The development of scenarios for evidence-based simulations is an important stage in planning simulations. Yet, in teacher education there is a paucity of research on the subject of simulation scenarios. The goal of the current study is to expand the range of existing knowledge, by examining teachers’ perceptions of authenticity in simulation-based learning (SBL) scenarios. Using a qualitative methodology and a case-study approach, the current study involved 59 teachers who participated in SBL workshops. Data analysis revealed three main themes related to the simulation scenario, which were identified as contributing to the authentic learning experience: (a) physical elements of the scenario environment, (b) contextual elements of the scenario event, (c) experiential elements of the scenario enactment. Theoretical, methodological, and practical aspects for developing scenarios are discussed.

In the current era, when information is accessible to all, students are less motivated to invest in long learning processes. Thus, teachers need to focus on education while developing along the way their students’ self-fulfillment that is based on realistic self-awareness. By developing students’ motivation to delve into the information they can easily access, students also learn to develop their own thinking and understanding of the same information everyone has. The question is how to develop self-awareness. This year-long case study applied teaching processes based on the Mediated Learning Experience approach to 16 fourth-grade students via four of their teachers. Focus groups, individual interviews, and observations were used to collect the data, which then underwent discourse analysis. The teachers indicated that, by basing their teaching on building reciprocity and meaningful learning processes according to the Mediated Learning Experience criteria, they better understood the unique self-awareness that each student developed. Their understanding helped them to enhance their students’ internal motivation, and maintain an improved atmosphere in class.

Given that teachers’ attitudes are an essential constituent of most academic and social processes taking place in their classrooms, the authors of the current study examined teachers’ attitudes and their origins specifically toward the inclusion of pupils with ADHD, taking into account demographic variables, teachers’ professionalism, and either a personal diagnosis of ADHD or prior acquaintance with it through relatives. The data, gathered from 475 participants’ responses to questionnaires, revealed that professional teacher training was only a secondary factor influencing attitudes regarding the inclusion of children with ADHD. A more prominent factor was teachers’ own diagnosis of ADHD or prior experience with children/relatives with ADHD. Study results are followed by practical suggestions for improving teacher education based on these findings.

The pedagogical advisors play a central role in students’ experience of the training process. Nevertheless, the students’ perception of the role of the pedagogical advisor is absent. Consequently, our study focused on this missing link. Our study included 118 participants enrolled in an academic teacher training education program in one college in Israel. Open questionnaires, focus groups, and interviews were used to ascertain—for the first time in Israel—students’ views of the role of the pedagogical advisors. A uniform voice identified in participants’ responses clearly expressed a desire to be viewed as partners and have a more active role in the program in terms of their own learning process. At the same time, they also expected their pedagogical advisors to lend not only professional but also personal support and to help them cope with all aspects of the program.