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

Abstract

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.

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

“…Role-plays, whether student teacher-or tutor-led, have long been used to develop pre-service teachers' perspectives and skills in the area of behaviour and classroom management (Niemeyer, Johnson & Monroe, 2014). Arvola et al (2018) Herrington and Oliver's (2000) work and Yeh's (2004) CS-TGCTS computer simulation programme. Another more recent example of a technologyenhanced simulation used that is not virtual (in the more contemporary understanding of the term) is the SIMPROV project (Nordvall et al, 2014;Arvola et al, 2018;Ragnemalm & Samuelsson, 2016).…”

“…Arvola et al (2018) Herrington and Oliver's (2000) work and Yeh's (2004) CS-TGCTS computer simulation programme. Another more recent example of a technologyenhanced simulation used that is not virtual (in the more contemporary understanding of the term) is the SIMPROV project (Nordvall et al, 2014;Arvola et al, 2018;Ragnemalm & Samuelsson, 2016). This simulation used a hypermedia radio theatre with complementary text and still images to present scenarios to student teachers that involved making decisions about the most appropriate action to take.…”

Project management processes in culture

“…Management activity is defined as the process of planning, organizing, managing and controlling the efforts of members of the collective and using all of the company's resources to achieve its goals. This activity is conditioned by the complexity of the organizational structure of the company, which includes a number of elements interconnected horizontally and vertically (Arvola, 2018). Successful functioning of the company is therefore conditioned by the harmonious connection of all elements of its organizational structure and the direction to achieve the planned goals determined by the management activities of its management.…”

The basics of designing a digital simulation for the preparation of teachers of mathematics

“…Преимущество симуляторов в том, что можно вернуться неограниченное число раз в исходную точку урока и попробовать применить другие методы и приемы в случае неудачи, в возможности передавать транслируемый методический опыт на неограниченное число пользователей, так как симулятор сам сопровождает студента по формату практического тренинга. Одной из положительных сторон симуляционного обучения является повышение мотивации и снятие стресса у обучающихся педагогических вузов перед прохождением педагогической практики в школе [8,12]. Для достижения требований педагогических образовательных программ за рубежом созданы как коммерческие симуляторы, такие как SimSchool, так и локально разработанные, такие как ClassSim, Cook School District, TeachME и TeachLive.…”