Replicating a Mixed methods examination of behavior change from learning supports based on a model of helping in equity focused simulation based teacher education
Abstract: Digital clinical simulations have shown potential in providing support for novice teachers. This study is a replication of a previous study that examined the role of a learning support based on a model of helping to promote more equitable teaching practices. The same simulation and codebook were used in this study to observe if similar patterns developed with a larger sample size. In the previous study, no participants initially addressed the student’s wellbeing in their responses. After seeing the learning support, three participants mentioned the student’s physical wellbeing. This study showed a similar trend: initially, only 1 person mentioned the student’s physical wellbeing. During the retry with the support, 7 people mentioned the student’s physical wellbeing. However, some participants mentioned the student’s physical wellbeing in a dismissive manner. Due to these discrepancies, the coding scheme for physical wellbeing was revised to have a ternary structure (-1=Mention physical wellbeing in a dismissive manner; 0=No mention of physical wellbeing; 1=Attend to the physical wellbeing of the student). While results from this study show success on the “notice” step of the model of helping, future studies could address the “interpret” and “intervene” steps to avoid having responses that mention the student’s wellbeing in a dismissive manner. The results of this study highlight the potential of dynamic supports in providing individualized help for novice teachers.