| Autor: |
Lynn Dittrich, Toril Aagaard, Hjørdis Hjukse |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
International Journal of Educational Technology in Higher Education, Vol 19, Iss 1, Pp 1-18 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2365-9440 |
| DOI: |
10.1186/s41239-022-00366-2 |
| Popis: |
Abstract In this study, we explore the perceived affordances of simulation-based learning (SBL) among online student teachers in Norway. We investigated how simulations mediate professional learning when coupled with educator-led debriefings and peer-led focus groups. Using an exploratory qualitative design, we examined 21 pre-service teachers’ perspectives on their experiences of this SBL intervention. We analysed peer-led focus group data, as well as written reflection logs. Our findings reveal that despite experienced technical challenges, the overall intervention afforded work-life relevant practice, prompting collaborative reflection. In addition to expert feedback, the peer-led focus group discussions are found to be a key component of the SBL design, as these enabled collaborative reflection over a shared practice teaching experience. The findings imply that SBL can be used to bridge the theory-practice gap, a recurring challenge in the field. Consequently, SBL has transformative potential in teacher education. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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