Integration of the Pedagogical Models “Simulation” and “Flipped Classroom” in Teacher Instruction

Abstract

In a postgraduate course for teachers of English as a foreign language in secondary school, teacher trainees were introduced to simulations through the use of flipped learning and simulation design. The objective of the present fieldwork was to determine whether designing simulation scenarios based on literature which delves into human rights was effective in introducing teacher trainees to the use of simulations in secondary education. To achieve this, the flipped model was followed, and theoretical considerations of simulations were analyzed on the part of the teacher trainees outside of class whereas practice was done in class. This article presents the findings of the qualitative analysis of postgraduate students’ perceptions with results that show that designing simulation scenarios based on reading texts on human rights can be a powerful tool for their future students. By designing simulation scenarios, the teacher trainees could see simulations potential to use the foreign language purposefully at the time affective learning and empathy were sought through the literary pieces on human rights.