Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

Rayner, Christopher; Fluck, A

doi:10.1080/1359866x.2014.927825

Cited by 42 publications

(50 citation statements)

References 23 publications

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“…Recent studies have evaluated simSchool's effectiveness for general teaching practice (Badiee & Kaufman, 2014;Deale & Pastore, 2014), for the development of student teachers' self-efficacy Gibson et al, 2011), and for learning to work with diverse and specialneeds student populations (McPherson et al, 2011;Rayner & Fluck, 2014). These have indicated a range of positive learning outcomes for pre-service teachers after simSchool use.…”

Section: The Simschool Classroom Simulationmentioning

confidence: 99%

“…The experiment was conducted outside the education curriculum; in contrast, Rayner and Fluck's (2014) study embedded the simulation sessions in the formal curriculum, was conducted over a longer period, and included formal training for the simulation facilitator. In this study, the facilitator relied on the simSchool manual and self-study to learn the software prior to the experiment.…”

Section: Experiments and Instrumentmentioning

confidence: 99%

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Design Evaluation of a Simulation for Teacher Education

Badiee

Kaufman

2015

Sage Open

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Recent calls to improve the quality of education in schools have drawn attention to the importance of teachers’ preparation for work in classroom settings. Although the practicum has long been the traditional means for pre-service teachers to learn and practice classroom teaching, it does not always offer student teachers the time, safe practice experiences, repetition, or extensive feedback needed for them to gain adequate knowledge, skills, and confidence. Well-designed simulations can augment the practicum and address these gaps. This study evaluated the design of simSchool (v.1), an online simulation for pre-service teachers, using student teachers’ ratings of selected factors, including realism, appropriateness of content and curriculum, appropriateness for target users, and user interaction. Based on these ratings, the study identified strengths and weaknesses, and suggested improvements for the software. Participant ratings varied considerably but indicated that certain aspects of the simulation, such as its educational value, classroom challenges, and simulated student characteristics, were moderately well received. However, user interface navigation and the range and realism of simulated teacher–student interactions should be improved.

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Section: The Simschool Classroom Simulationmentioning

confidence: 99%

Section: Experiments and Instrumentmentioning

confidence: 99%

Design Evaluation of a Simulation for Teacher Education

Badiee

Kaufman

2015

Sage Open

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“…We argue that the transition from theory to practice (and from institute to internship school) can be improved with computer‐based classroom simulations . The last decade saw a growing trend in classroom simulations to prepare PSTs for educational practice (eg, Dalgarno, Gregory, Knox, & Reiners, ; Rayner & Fluck, ). However, none of the studies in a recent literature review on computer‐based classroom simulations and PSTs’ well‐being has reported effects of these simulations on PSTs’ professional anxiety (Theelen, van den Beemt, & den Brok, ).…”

Section: Introductionmentioning

confidence: 99%

“…Within these simulations, PSTs and teacher educators can have control of content, training structure and timing of events. These simulations offer safe learning environments for PSTs to experiment before entering the actual teaching context (Rayner & Fluck, ). Therefore, PSTs can make mistakes without harming their relationship with students.…”

Section: Introductionmentioning

confidence: 99%

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

Theelen¹,

Willems²,

Beemt³

et al. 2019

Brit J Educational Tech

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During internships, PSTs are often confronted with feelings of stress and anxiety (Murray-Harvey et al. , 2000). For example, classroom management issues are a major stress factor AbstractThis study investigated to what extent virtual internships in teacher education were able to reduce Preservice Teachers' (PSTs) professional anxiety. Simultaneously, this study investigated how virtual internships in blended learning environments were evaluated by PSTs in terms of technological, social and educational affordances. PSTs followed virtual internships during two different Educational Pedagogy Master's courses (27 and 16 participants) in a teacher education programme. A mixed methods design was employed, consisting of pre-and post-test questionnaires, a focus group interview and individual interviews. A significant decrease was found in PSTs' professional anxiety after having followed Virtual Internship 2. PSTs reported they obtained a more realistic image of teaching and felt better prepared for teaching in practice. Furthermore, regarding technological affordances, system usability was considered between acceptable and good. Concerning social affordances, PSTs appreciated collaboration within the virtual internships. As an educational affordance, it appeared that learning from videos with authentic classroom events is a good preparation for the professional teaching context. According to the PSTs, the scenarios within virtual internships could be improved in terms of authenticity and personalisation by offering more details and background information. The results of this study imply that virtual internships can be useful assets for teacher education.

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“…Participants can also engage in interactive stories with a branching structure, where they must make decisions, justify them, and experience the consequences as the stories develop. This has also been used to cater for diversity among pupils (Rayner & Fluck, 2014). There are no features designed to support reflection during simulation sessions.…”

Section: Classroom Simulationsmentioning

confidence: 99%

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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Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

Cited by 42 publications

References 23 publications

Design Evaluation of a Simulation for Teacher Education

Design Evaluation of a Simulation for Teacher Education

Virtual internships in blended environments to prepare preservice teachers for the professional teaching context

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

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