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Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of “signature pedagogies” and their uncertain, engaging, formative qualities. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.
Benjamin H. Dotger (Thu,) studied this question.