This study aims to examine the process of using simulation to select candidates from a pool of teacher-education-programme applicants, considering the applicants’ perspective. The population of applicants to teacher-education programmes has been the subject of numerous studies; however, only a minor portion of these examined the applicants’ perspective regarding the applicant-selection process. Furthermore, the process of using simulation as a tool for applicant selection to a teacher-education has not been studied yet.
This case study focuses on applicants’ experience of the simulation-based selection (SBS) and its potential advantages. A total of 188 applicants completed a reflection questionnaire and participated in interviews; 15 of them also participated in focus groups. The data were analysed using the thematic-cognitive method.
Data analysis revealed three major themes and nine subthemes, which represent the value of SBS from the applicants’ perspective in terms of social–interpersonal, cognitive–professional and emotional–personal skills.
Research findings may enable decision-makers in teacher-education programmes to improve the candidate selection process, which will lead to the absorption of suitable teachers on the one hand and prevent the integration of unsuitable candidates on the other.
This pioneering study contributes to our understanding of the applicant-selection process and offers practical recommendations for using SBS to enhance the quality of the selection process.
Levin, O. and Paryente, B. (2021), "Using a simulation-based process to select applicants: enhancing quality evaluation of a teacher education programme", Quality Assurance in Education, Vol. 29 No. 2/3, pp. 53-69. https://doi.org/10.1108/QAE-10-2020-0123
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