Abstract:

The study sought to examine perceptions of special education (SE) pre-service teachers (PST) regarding the contribution of distance teaching simulations in practicum research sessions regarding: (a) Promoting their knowledge in teaching adapted to students with learning disabilities (LD) (b) Their sense of self-efficacy in coping with teaching classes of students with LD in SE.

LD students are a major practicum framework for PST in the second SE program year. Their unique characteristics summon challenging academic, social, cognitive, and emotional situations, requiring responses tailored to the students' diverse needs. Studies show that PST's experience with students with special needs is a stress factor, an obstacle to their coping with teaching processes. Recently, recognition of the simulation methodology as promoting effective and meaningful PST training has grown. Simulation enables developing communication strategies and skills in conflict situations through experiencing in a safe environment, invites reflection and peer learning processes and develops a caring and empathetic approach.

This study developed a unique simulation model, consisting of two stages:
(1) PST's experience with pre-written distance simulations;
(2) Planning, remote operation and analysis of simulations designed by PST independently and based on challenges experienced in practicum.

24 female PST from the "Practicum Research" course in the second SE year program participated in this qualitative study. The research tool was PST written reflections about the process. Data analysis was thematic and yielded three main themes expressing the simulations' contribution, particularly regarding the stage where PST operated and analyzed the simulations independently:
Deepening theoretical knowledge: the PST addressed expanding and deepening theoretical knowledge and the strengthening the link between theory and the practice, which is required in planning, operating, and analyzing simulations.

Expanding pedagogical knowledge: PST addressed profound understanding of pedagogical processes, while analyzing them in diverse contexts like managing classroom discourse, addressing complex classroom events, and adapting to student diversity. Their insights also reflect aspects of emotional social learning, such as empathy for simulation partners, awareness of self and others, and informed decision-making.

Promoting teamwork skills: PST expanded on their progress in teamwork aspects, required in the development of simulation e.g., joint discourse and decision-making, emotional support in group and peer learning.

The findings provide significant insights into PST perception of simulations' contribution to advancing theoretical, pedagogical, and personal knowledge in the teaching process of students with LD in SE. Moreover, great emphasis was placed on the interpersonal aspect and creation of a learning professional community. This finding is significant as although the process was carried out remotely, it seems to beget meaningful teamwork. These findings are important in teacher training. They give empirical expression to the model's contribution to the training of PST for teaching students with LD in SE and provide grounds for developing the model in additional training contexts.

Keywords:

Teacher education, distance teaching simulations, special education, pre-service teachers.