You are here:

Incorporating Real Experience into the Development of a Classroom-Based Simulation
ARTICLE

, , , , ,

Journal of Learning Design Volume 1, Number 1 ISSN 1832-8342

Abstract

This paper reports on the design of an on-line simulation that enhanced preservice teacher practicum experience in the important area of literacy teaching. Research with more than 200 users of the simulation showed that it developed pre-service teacher understanding of complex classroom situations associated with the teaching of literacy by giving them the opportunity to slow down or accelerate classroom events, revisit and reflect on critical decision points and replay events in the light of new understandings. This gave preservice teachers time to think critically about complex teaching situations which relied on the teacher's ability to tune into children's experiences, engage with them in dialogue and negotiation as well as utilise a range of indirect instructions such as questioning, modelling and prompting. Preservice teachers reported that their experience with the simulation enabled them to more fully appreciate the impact of subtle changes that experienced teachers made during lessons.

Citation

Ferry, B., Kervin, L., Cambourne, B., Turbill, J., Hedberg, J. & Jonassen, D. Incorporating Real Experience into the Development of a Classroom-Based Simulation. Journal of Learning Design, 1(1), 22-32. Retrieved December 12, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords