The Role of a Community of Practice During Digitally Simulated Life Science Teaching Encounters: A Reflection on Lessons Learned

Abstract

In the field of teacher education, the traditional approach to teacher preparation is not enough to equip life science pre-service teachers with the practical skill sets and pedagogical insights they need to be effective teachers. Life science pre-service teachers often struggle to transition from theoretical coursework to the practical reality of teaching, even during simulated teaching experiences. Therefore, there is a need to introduce digitally simulated teaching encounters within a community of practice to promote the professional development of life science pre-service teachers. The purpose of this study is to investigate the role that a community of practice played during pre-service teachers’ engagement in a digitally simulated teaching encounter. This qualitative case study, guided by Ubuntu theory, describes how the life science pre-service teachers’ engagement in a community of practice prompted authentic, peer-supported and reflective learning opportunities. These learning opportunities helped refine pre-service teachers’ teaching skills, enhance their classroom management and deepen their understanding of the intricacies of delivering high-quality life science education. Future research could include a larger sample size and varied simulated teaching encounters to provide more diverse perspectives on the role of a community of practice during a digitally simulated teaching encounter.