Embedding Virtual Simulation Into a Course to Teach Parent–Teacher Collaboration Skills

Luke, Sara E.; Vaughn, S. Michelle

doi:10.1177/10534512211014873

Cited by 9 publications

(3 citation statements)

References 14 publications

(10 reference statements)

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“…It has been empirically proved that collaboration between teachers and parents, for example, in dealing with children with special needs [41] improved the students' performance. Furthermore, teacher-parent collaboration both under normal conditions and in the context of the COVID-19 pandemic [42] has promoted student character. Students' problems can be solved by forming a collaborative team of teachers and parents [43], [44].…”

Section: Discussionmentioning

confidence: 99%

Teacher-parent collaboration for developing student character in online learning

Aziz¹,

Susilowati²,

Masturin³

et al. 2023

IJERE

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<span lang="EN-US">Teachers, parents, and students have had difficulty with character development exercises in online learning programs. Students’ character quality has suffered as a result of these issues. This study described the essence of reading fondness, learning discipline, and social care in developing the students’ character development. In addition, this study also aimed to analyze the role of teachers and parents in character development during the online learning process. Students, teachers, and parents provided information via online questionnaires and interviews. Descriptive quantitative analysis, thematic analysis, and reflective thinking were used to analyze the data. The findings revealed that teachers and parents faced challenges that impacted student character quality. Teachers and parents have limited opportunities to shape a students’ character. Instead, they must collaborate to develop it. The limitation of this study lies in the online data collection process, thus suggesting the need to use a more in-depth method to gain a more comprehensive understanding of the case.</span>

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Section: Discussionmentioning

confidence: 99%

Teacher-parent collaboration for developing student character in online learning

Aziz¹,

Susilowati²,

Masturin³

et al. 2023

IJERE

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“…Collaboration is an important aspect that teachers must have in carrying out learning activities to support problem-solving, and critical and creative thinking skills. To improve collaboration skills teachers, practical training in collaboration skills is needed so that it can address the needs that teachers must have (Luke & Vaughn, 2022;Trilling, B., & Fadel, 2009). Collaboration skills can be learned through a variety of methods, but are best learned socially, by collaborating directly with others, either physically, face-toface, or virtually, through technology.…”

Section: Comparison Competency Levels Of Vocational Education Teacher...mentioning

confidence: 99%

Competency of Vocational Education Teachers in the Society Era 5.0

Alayda

Sudira²,

Mutohhari³

2022

JPP

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Mastery of competence in the era of society 5.0 for teachers and students along with the development of science and technology in vocational education is still far from satisfactory. This study aims to analyze how far the readiness of teacher competencies is in the era of society 5.0. This study uses a survey research design with a total involvement of 340 respondents from vocational education teachers. The questionnaire method was used to measure all competencies in the era of society 5.0 with a 4-Likert scale questionnaire instrument. Data were analyzed descriptively based on the average and percentage of each competency, and also analyzed using the independent sample t-test and post hoc Dunnett test. The results of the study revealed that all competencies in the era of society 5.0 in teachers were high and did not differ significantly in the coverage of all characteristics of the respondents. Vocational education as a human resource development institution has an important role in transforming learning based on the society 5.0 era to respond to the challenges that exist in that era.

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“…Moreover, a course instructor who might not otherwise observe the preservice teacher in the field could meet more easily online to observe practice in the simulator and to provide immediate feedback (Gibson & Musti-Rao, 2016). Working in a teaching simulator is also beneficial for practicing skills that are important but not necessarily frequently available to preservice teachers like collaborating with parents (Luke & Vaughn, 2022) or for complex instructional strategies (Ely et al, 2018).…”

Section: Advantages Of Mixed-reality Simulationmentioning

confidence: 99%

Using Mixed-Reality Simulation in Teacher Preparation in Reading

Allen

Stecker

2022

Intervention in School and Clinic

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Mixed-reality teaching simulation can provide preservice special educators with targeted practice on instructional skills. The last decade of research indicates participation in a simulated classroom produced gains in preservice teachers’ use of evidence-based teaching practices and increased their confidence in working with students with disabilities. This column describes the procedures for using a mixed-reality teaching simulator with preservice special educators teaching a reading lesson to a virtual student avatar. Advantages and considerations for use of the simulator are discussed.

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Embedding Virtual Simulation Into a Course to Teach Parent–Teacher Collaboration Skills

Cited by 9 publications

References 14 publications

Teacher-parent collaboration for developing student character in online learning

Teacher-parent collaboration for developing student character in online learning

Competency of Vocational Education Teachers in the Society Era 5.0

Using Mixed-Reality Simulation in Teacher Preparation in Reading

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