The impact of dissonance on simulation experience: a teacher training case study

This study examines how student teachers experience controversial stakeholder profiles in a simulation-based teacher education programme and how these experiences contribute to professional development. The study pursues two objectives: to examine the capacity of simulation to reveal student teachers’ perceptions of contested profiles (head of school, ESL teacher, parent and pedagogue) in a complex school scenario; and to analyse how these perceptions and related emotions, including discomfort, frustration and disappointment, support the development of communication, metacognitive and professional skills. Using a qualitative approach, the study draws on participants’ reflective reports and expert observations collected during the simulation. Findings show that the parent profile emerged as the most controversial and dissonant role, generating emotional tension, disagreement and personal conflict that challenged participants’ assumptions about teaching. These results highlight the pedagogical value of incorporating dissonant roles into simulation-based teacher education and underscore the importance of addressing parent-teacher communication within comprehensive training programmes.