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Teacher professional development is pivotal for enhancing teaching strategies and student learning outcomes. Clinical simulations have proven effective in bridging theory and practice for educators. The current study investigates challenges and practices among clinical simulation facilitators. Data from 218 written reflections, a focus group of 8 facilitators, and semi-structured interviews with 21 participants were analysed. Findings reveal three main challenges: promoting engagement, addressing uncertainty and fostering professional identity. Eight best practices were identified for addressing these challenges and promoting professionalism in diverse vocational settings. The study advances understanding of facilitation as a mechanism for developing teacher professionalism through signature pedagogy.
Hemi et al. (Mon,) studied this question.
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