Transformative Teacher Training through Simulation: A Strategy to Reduce School Aggressions and Enhance Educational Resilience
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Abstract
Simulation-Based Learning (ABS) was implemented as a strategy to strengthen the preparation of future pedagogy professionals and enhance confidence in the face of the high levels of violence seen in schools in Chile. This study focused on Early Childhood Education students who took the first-year subject "Risk Prevention and First Aid" during 2023, and Pedagogy in Biology, with the branch of sexuality and healthy living, in addition to the subject first aid, through simulation with cases experienced in schools and kindergartens. Method. The methodology included designed intermediate fidelity simulations. Based on the real experience of the schools of Valparaiso, to manage conflicts, school emergencies, and encourage
teamwork, promoting both interpersonal skills and the practical application of theoretical knowledge. Data were collected through surveys and semi-structured interviews after one year of implementation and after completing their internship in schools or kindergartens. A total of 78 students participated in the course, of which 50 completed the study instruments, providing a comprehensive view of the influence of ABS on initial teacher education. Results. The findings showed a better
integration between theory and practice, a greater capacity to respond to real situations in the school environment and a notable increase in academic performance. Students reported higher levels of self-confidence, collaboration, and
readiness to face classroom challenges. Discussion. Despite challenges such as resource and time constraints, ABS has established itself as a key pedagogical tool for the development of disciplinary and transversal competencies. These results
highlight its potential to favor the achievement of graduation profiles, reduce educational risks in contexts of high school violence, and contribute to safer and more resilient school environments.
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