Exploring Simulated Provocations

Nordvall, Mathias; Arvola, Mattias; Samuelsson, Marcus

doi:10.1007/978-3-319-07485-6_19

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…The scenarios and events depicted in SIMPROV are perceived as realistic (Nordvall et al, 2014; Samuelsson, 2016), which implies that it does have internal validity. This means that the simulation is constructed so that it corresponds to the real world, and student teachers can use it and learn from it (Feinstein & Cannon, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Internal validity is what makes application validity possible. We know from the evaluation of perceived knowledge improvement that the student teachers experienced that they did learn from the simulation, and different sorts of qualitative analyses of single as well as pair and triad discussions show that they do identify, discuss, and problematize key aspects of classroom management (Nordvall et al, 2014; Ragnemalm & Samuelsson, 2016; Samuelsson, 2016). All in all, this is an indication that SIMPROV does have application validity, i.e.…”

Section: Discussionmentioning

confidence: 99%

“…The application validity was assessed by determining that the student teachers could perceive the critical aspects of classroom management in the simulation (Ragnemalm & Samuelsson, 2016). Furthermore, it was assessed as plausible and valuable for learning classroom management, as well as exploratory and playful (Nordvall, Arvola, & Samuelsson, 2014).…”

Section: Design Of the Simulationmentioning

confidence: 99%

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Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

Arvola

Samuelsson

Nordvall

et al. 2018

Simulation & Gaming

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Background: Learning to manage a classroom is a difficult but important part of teacher education. Earlier research on simulations for learning classroom management has highlighted the difficulty of supporting reflection. Purpose: This case study explores and evaluates the design of a simulation for student teachers' reflection on classroom management. Design: The design process resulted in the scenario-based SIMPROV simulation, which was made in the form of a hypermedia radio theatre that students go through in pairs or triads. Authoritarian, authoritative, democratic, and compliant leadership styles were built into the choices student teachers made. Evaluation: The simulation was evaluated in two courses where the participants' level of reflection and perceived knowledge improvement was measured using a questionnaire. Forty-three first-year student teachers, 48 third-year student teachers, and 38 of the student teachers' mentors participated in the evaluation. Results: The results indicate that participants engaged in reflection and understanding to a high degree, and only to a low degree in critical reflection or habitual action. Conclusions: The conclusions are that the scenario-based simulation designed as a hypermedia radio theatre supported knowledge improvement, understanding, and reflection and that social interaction during and after simulation sessions was an important feature.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Design Of the Simulationmentioning

confidence: 99%

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Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

Arvola

Samuelsson

Nordvall

et al. 2018

Simulation & Gaming

Self Cite

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HCI Methods and Practices for Audiovisual Systems and Their Potential Contribution to Universal Design for Learning: A Systematic Literature Review

Toscano

Souza

Filho

et al. 2019

Lecture Notes in Computer Science

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The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice

McGarr

2020

Journal of Education for Teaching

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Dealing with the often-overwhelming nature of the school placement experience and the associated demands of classroom management can be a significant challenge for many preservice teachers. These challenges point to the need for pre-service teachers to experience aspects of challenging pupil behaviour in less pressurised environments and where they can have the opportunities to make mistakes without fear of negative repercussions on their academic progression. The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers' behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.

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Exploring Simulated Provocations

Cited by 4 publications

References 8 publications

Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management

HCI Methods and Practices for Audiovisual Systems and Their Potential Contribution to Universal Design for Learning: A Systematic Literature Review

The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice

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