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This study was undertaken in response to the imperative of teacher education courses incorporating National Professional Standards for Teachers, in particular Standard 7, which deals with the professional engagement of teachers (AITSL, 2011). It aimed to evaluate the efficacy of simulation and active recall as a learnercentred pedagogy in facilitating pre-service teachers’ learning about their capacity to self-regulate emotionally and its relevance to the profession. A simulated ‘critical incident’ was used in a lecture to guide students (n=106) to analyse and understand their emotional responses to an altercation between the lecturer and a colleague. The evaluation involved both quantitative and qualitative data collection. The study generated six useful insights associated with the efficacy of simulation pedagogy and revealed convincingly that this pedagogy can engage students actively in learning about the importance of emotional self-regulation in relation to their professional role as a teacher. Background and Rationale Edith Cowan University (ECU), which is located in Perth (Western Australia), is currently developing and implementing a distinctive curriculum framework for all undergraduate courses at the university. Curriculum 2012 and Beyond “provides a broad coherent plan that incorporates: a vision; overarching learning outcomes; a set of distinctive features and principles; ways to achieve each principle; and an implementation plan” (De Jong, Cullity, & Ashton,2011). Curriculum 2012 contains three key features: Student focused environment; Learner-centred teaching; and Employability oriented. This study aimed to contribute to the development of the latter two features: Learner-centred teaching, which considers students’ prior knowledge and actively engages students in planning their learning journey; and Employability oriented, which focuses on the preparation of graduates for the world of work and lifelong learning. It is contended, that university curricula should concentrate more on developing the whole person (Englund, 2002; Kuh, 2000; Hersh & Schneider, 2005).This is emphasized at a first year experience (FYE) level, where curricula should enable and enhance the commencement of the student learning journey (De Jong, Cullity, & Ashton, 2011). Informed by the work of Delors (1998) and Barnett, Parry, and Coate (2001), Curriculum 2012 promotes a whole person focus (cognitive, social, emotional, physical, spiritual, cultural). It aims to develop students’ knowledge and knowledge creation (Knowing); application of knowledge, abilities and skills (Doing); and attributes of self and ability to live and work with others/the whole person (Being). Australian Journal of Teacher Education Vol 37, 3, March 2012 35 Associated with developing the whole person in the domains of Knowing, Doing, and Being is the engagement of students through the affective domain (emotions). This form of active learning can be a powerful facilitator of personal and professional knowledge acquisition, creation and application. As part of meeting National Professional Standards for graduate teachers it is incumbent upon pre-service teacher education programs to ensure that pre-service teachers learn to know themselves personally and meet professional ethics and responsibilities (AITSL, 2011). Graduates need to engage in professional learning and reflective practice. This is a particular focus of a first year Bachelor of Education (B.Ed) unit in learning and development at ECU. This unit uses reflective processes to engage and extend students' thinking about children's learning and the relationship between cognitive, physical, social and emotional development (ECU Student Plan, 2011).The unit includes a module on Understanding Social-Emotional Development with a lecture and tutorial on The Centrality of Emotions in the Learning Process. Weekly reflective tasks and an assessment task that includes reporting a critical incident in an ‘objective’ way scaffolds student understanding of the importance of suspending judgement in social/emotional contexts. Emotional selfregulation in relation to their professional role as a teacher is emphasised as an important professional skill. It was in the context of this unit and a particular lecture and tutorial on The Centrality of Emotions that a Curriculum 2012 research project was established to evaluate the efficacy of simulation and active recall, as a learner-centred pedagogy in facilitating pre-service teachers’ (n=106) learning about their capacity to self-regulate emotionally and its relevance to the teaching profession. A ‘critical incident’ was designed to place a focus on the centrality of emotions in the teaching learning process. The simulated ‘critical incident’ is a regular part of this unit and takes place as part of the normal teaching learning process. The students were debriefed after the simulation and led through a process of active recall as they examined their responses to the event. Emotional Self-Regulation and Preparation for the Teaching Profession The Australian Institute for Teaching and School Leadership (AITSL) released a set of National Professional Standards for Teachers in December 2010. Four career stages are described in the standards. In this study the graduate standards are considered because they contain the skills, knowledge and behaviours that students need to demonstrate in order to graduate from teacher education programs. From 2011 all teacher education programs need to show evidence that they are incorporating these standards into their courses (AITSL, 2011). Standard 7 (AITSL, 2011) deals with the professional engagement of teachers. In Standard 7.1 it states that graduate teachers need to meet professional ethics and responsibilities to comply with codes of ethics and conduct for the teaching profession. Standard 7.3 for graduate teachers states that teachers must understand strategies for working effectively and sensitively with parents/carers (AITSL, 2011). Working with students and their families can be emotionally challenging for novice teachers. In teacher education courses, pre-service teachers need to have developed the skills to regulate their own emotions in order to deal in a professional manner with the wide range of emotional demands they face in the workplace. This study was concerned with pre-service teachers reflecting upon their own capacity to self-regulate emotionally. Knowledge of their own ability to self-regulate emotionally is essential to preparing them for the profession. It is an expectation that they have the ability to monitor and manage their own emotions appropriately, when working with children and families. As anticipated, the literature revealed very little on professional development of emotional self-regulation in pre-service teacher education. Australian Journal of Teacher Education Vol 37, 3, March 2012 36 Most literature on emotional self-regulation, also referred to as affective selfregulation and emotional regulation, relates to a number of fields, notably psychology, health, business and leadership. Reference is often made to the broader construct of “selfregulation” which implies the ability to regulate one`s own behaviour (Barkley, 2001; Fox & Riconscente, 2008; Moes, 2010; Popova, Mikheev, Shuvaev, Ivonin, & Chernyakov, 1998; Posner, Rothbart, Sheese, & Tang, 2007; Sassenberg, Scheepers, & Jonas, 2010). Selfregulation has been described as the individual`s ability to monitor and control their own behaviour, both internal thoughts and external actions (Barkley, 2001). The literature indicates that improvements in self-regulation can lead to improvements in output and performance quality in workplace settings (Amy & John, 2006; Christine & Thomas, 2006; Kurman, 2001). Bakracevic Vukman and Licardo (2010) linked levels of self-regulation with levels of academic and performance achievement in children and young adults. They found that there is a decrease in self-regulation during the years of secondary schooling up to the age of about 18 years and that self-regulation slowly improved during the years of undergraduate studies. This underpins the importance of self-awareness of emotional selfregulation in teacher education, especially as the majority of first year education students at ECU are 18 to 20 years old. DeLorenzo, Luskin and Robins (2010).) refer to emotional self-regulation as emotional competence and assert that it is a very important skill for career preparation. In the area of professional development for the business sector, they found that leaders with higher levels of self-regulation and emotional awareness demonstrated superior leadership qualities and received higher performance bonuses. This highlights the importance of including the development of emotional self-regulation in the Employability oriented feature of curriculum 2012 across all disciplines at ECU. Emotional intelligence, which includes emotional self-regulation, is referred to as an essential life-skill for students and adults in the 21 st Century (Derry, 2011). According to Duffy (2010) the ability to mediate is an important skill for the workplace. Mediation can be described as the ability to support people to negotiate in times of emotional conflict. This is a particularly vital skill for teachers as working with children often involves conflict resolution and negotiation. Duffy (2010) argues that to be a good mediator the individual must be emotionally intelligent and must have the qualities of self-awareness and emotional selfregulation. An effective method to develop emotional self-regulation is through written or verbal self-reflection on how a critical emotional event impacts on the behaviour of an individual (Amy & John, 2006; Cameron & Nicholls, 1998; Delfino, Dettori, & Persico, 2010). Greenberg, Wortman, and Stone (1996) state that the critical event can be real or imaginary, and that disclosure about a critical event

the australian journal of teacher education

The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers’ Learning About Emotional Self-Regulation and its Relevance to the Teaching Profession