Designing dynamic conflict cases to develop adaptive professional decision making in prospective primary school teachers

Abstract

This article proposes design principles for dynamic conflict cases in the professional preparation of prospective primary school teachers. The central design problem is how to introduce new information that changes the grounds for a decision without turning the case into a guessing exercise. A focused conceptual synthesis connects pedagogical conflict analysis, situation-specific competence, practice-oriented teacher education, and simulation-based learning. The resulting design framework specifies an initial conflict, a provisional decision, consequential and non-consequential updates, a justified response, and a structured debriefing. Two illustrative case sequences address classroom participation and teacher-parent disagreement. Particular attention is given to evidence quality, the feasibility of alternatives, and the distinction between professional flexibility and compliance with external pressure. The framework can be implemented through paper materials, role play, or simple digital tools. It is presented as a methodological proposal requiring local review and empirical validation, rather than as an intervention with established effectiveness. Its intended contribution is to make the construction of changing pedagogical situations explicit and reproducible in teacher education.