Simulating variation in order to learn classroom management

Ragnemalm, Eva L.; Samuelsson, Marcus

doi:10.1080/09523987.2016.1254882

Cited by 7 publications

(10 citation statements)

References 19 publications

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“…The importance of improved competencies to manage the classroom has been previously noted, [34]. One of the aims of faculty development programs, especially new instructors, is to help them to find solutions to their classroom problems and experiment management processes consistent with their own education values and those of their employing universities [35,36].…”

Section: Discussionmentioning

confidence: 99%

Identification of capacity development indicators for faculty development programs: A nominal group technique study

et al. 2020

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Background: Although there have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied. Further understanding of capacity development requires appropriate indicators and no previous indicators for faculty development of health profession educators were identified. The aim of the study was to identify indicators of capacity development in the context of faculty development programs at Tehran University of medical sciences (TUMS). Methods: A nominal group technique session was conducted with key informants from faculty development program providers to generate and prioritize a list of capacity development indicators. Results: A list of 26 indicators was generated and five categories were identified: Development and innovation in teaching and learning process, Development and innovation in communication and collaboration at different levels, Development and sustaining faculty development programs, Development of educational leadership and management, Development in scholarship. Conclusions: Capacity development for faculty development interventions of health profession educators is a process of engagement within a wider system, including individual and collective action, and involves the socialization of the teachers into suitable roles through professional identity development and participation within the wider system.

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Section: Discussionmentioning

confidence: 99%

Identification of capacity development indicators for faculty development programs: A nominal group technique study

et al. 2020

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“…The educational content of SIMPROV focuses on four leadership styles based on Lewin, Lippit, and White's (1939), and Baumrind's (1971) research on social climate, leadership, and fostering styles in classrooms. In this context they are dubbed authoritarian, authoritative, democratic, and compliant (Ragnemalm & Samuelsson, 2016). Compliant: In the compliant leadership style, the power is in the pupils' hands.…”

Section: Leadership Stylesmentioning

confidence: 99%

Section: Three Design Iterationsmentioning

confidence: 99%

“…The representational validity of scenarios has been assessed by having four teenagers, four teachers and four teacher educators inspect a manuscript of the content and an early beta-version of the first iteration of the simulation. In both cases this was followed by a review of their written reflections during interviews (Ragnemalm & Samuelsson, 2016).…”

Section: Design Of the Simulationmentioning

confidence: 99%

“…Each page also provided a link going back in the structure to support exploration. 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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The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education

Frei-Landau

Levin

2022

Teaching and Teacher Education

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Simulating variation in order to learn classroom management

Cited by 7 publications

References 19 publications

Identification of capacity development indicators for faculty development programs: A nominal group technique study

Identification of capacity development indicators for faculty development programs: A nominal group technique study

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

The virtual Sim(HU)lation model: Conceptualization and implementation in the context of distant learning in teacher education

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