הקשר שבין התנסות בסימולציות לניהול קונפליקט לבין גיבוש זהות מקצועית של סטודנטים לחינוך

The current study sought to examine the relationship between conflictbased simulations and the formation of professional identity among students at a teachers’ education college. The study included 145 B.Ed. and M.Ed. students attending a teacher education college who were divided into two groups. The intervention group included 76 students (52.4%) who had taken part in a course involving conflict management simulations. The control group was comprised of 69 students (47.6%) who had attended a regular program without simulations. Data were collected using a teachers’ professional identity scale and a teachers’ identity conflicts scale. Findings following Structural Equation Modelling showed that for the intervention group, the less central, cognitive, and emotionally arousing the conflict, and the higher its level of resolution, the stronger the professional identity formation. However, no significant correlations were found between the conflict management indices and the extent of professional identity among the control group participants. The research conclusion is that learning through conflict simulations may contribute to the development of pre-service teachers’ professional identity