Abstract Book of the 8th International Conference on Innovative Research in Education
Year: 2025
[PDF]
Integrating the School of Hard Knocks into Academic Teacher Preparation: Enhancing Instructional Meaning and Efficacy through Realistic Workplace Challenges
Tatiana Rivadeneyra
ABSTRACT:
This paper explores how realistic, challenge-based learning—referred to as the “school of hard knocks”—can improve academic teacher preparation programs. Grounded in constructivist, experiential, and situated learning theories, this work argues that pre-service teachers grow most when they confront authentic classroom challenges early in their training. Many traditional programs separate theory from practice, resulting in novice teachers who feel unprepared for the demands of teaching. To address this, the author introduces a series of Significant Learning Scenarios (SLS), six scaffolded, real-world experiences embedded throughout the preparation program. These scenarios help teacher candidates connect educational theory to practice in areas such as lesson planning, assessment, classroom management, and professional ethics. By experiencing and reflecting on real challenges, candidates develop self-efficacy, adaptive expertise, and a strong professional identity. The paper concludes that scenario-based, reflective learning experiences are essential to preparing confident, capable, and resilient educators.
Keywords: assessment, challenge-based learning, instructional design, reflection, teacher preparation