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

Abstract

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.

Artificial Intelligence and Technology in Teaching Negotiation

“…While this enabled interactive textual conversations without forced choices or branching, the limitations of the gaming interface reduced communication to text messages only. As has been demonstrated in the education field, the lack of verbal and nonverbal interactions undercuts the authenticity and transferability of the experience and the learning (McGarr 2020).…”

Öğretmenleri̇n Sanal Sinif Yöneti̇mi̇ Yeterli̇ği̇ Ölçeği̇: Geçerli̇k Ve Güveni̇rli̇k Çalişmasi

“…Ancak, alan yazın taramasında ulusal düzeyde öğretmenlerin sanal sınıf yönetimi yeterliğini belirlemeye yönelik bir ölçme aracına rastlanmamıştır. Uluslararası alanda da bu konuda yeterli düzeyde araştırma ve ölçme aracının olmadığı, sınırlı sayıdaki bazı araştırmaların (Asim vd., 2020;Beluce & Oliveira, 2016;Martin, 2019;McGarr, 2020;Milliken, 2019) ise kuramsal nitelikte veya konunun farklı yönlerine odaklandığı görülmektedir. Son zamanlarda oldukça gündemde olan ve gelecekte de eğitim öğretim uygulamalarının sanal ortamda gerçekleştirileceğine yönelik öngörüler, öğretmenlerin sanal sınıf yönetimi yeterliğini belirlemeye yönelik bir ölçme aracı geliştirilmesinin gerekli ve önemli bir konu olduğunu göstermektedir.…”

The Effect of Virtual Laboratory Application of Problem-Based Learning Model to Improve Science Literacy and Problem-Solving Skills

“…The current condition of the Covid-19 pandemic has changed learning environments that place more emphasis on distance learning or online method. It urges teachers to improve their technological skills in learning and learning media making [1]. Virtual laboratory (VL) learning is one of the main elements that is very influential in the current educational system [2] and getting more popular as a form of high-tech application in the learning process [3].…”