Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Simulated Provocations: A Hypermedia Radio Theatre for Reflection on Classroom Management
Linköping University, Department of Information and Computer Science,Linköping, Sweden.
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0002-5968-3104
Linköping University, Linköping, Sweden.
Linköping University, Linköping, Sweden.
2018 (Engelska)Ingår i: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 49, nr 2, s. 98-114Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
2018. Vol. 49, nr 2, s. 98-114
Nyckelord [en]
Classroom management, simulations
Nationell ämneskategori
Pedagogik Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
SAMHÄLLSVETENSKAP, Pedagogik; Barn- och ungdomsvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-12248DOI: 10.1177/1046878118765594ISI: 000430479300002Scopus ID: 2-s2.0-85044749218OAI: oai:DiVA.org:hv-12248DiVA, id: diva2:1196445
Forskningsfinansiär
Vetenskapsrådet, 721-2011-4741
Anmärkning

First Published March 26, 2018

Tillgänglig från: 2018-04-10 Skapad: 2018-04-10 Senast uppdaterad: 2019-05-27Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltextScopus

Sök vidare i DiVA

Av författaren/redaktören
Samuelsson, Marcus
Av organisationen
Avd för utbildningsvetenskap och språk
I samma tidskrift
Journal Simulation & Gaming
PedagogikMänniska-datorinteraktion (interaktionsdesign)

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 131 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf