Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 545506
Title Classroom simulations in teacher education to support preservice teachers’ interpersonal competence : A systematic literature review
Author(s) Theelen, H.; Beemt, A. van den; Brok, P. den
Source Computers and Education 129 (2019). - ISSN 0360-1315 - p. 14 - 26.
DOI https://doi.org/10.1016/j.compedu.2018.10.015
Department(s) Education and Competence Studies
Publication type Refereed Article in a scientific journal
Publication year 2019
Keyword(s) Improving classroom teaching - Post-secondary education - Simulations
Abstract

Computer-based classroom simulations have been argued to be a promising way to practice preservice teachers’ (PSTs’) interpersonal competence and to ease the gap between teacher education and educational practice. The systematic literature review presented in this paper examined existing research on the links between PSTs’ interpersonal competence, well-being, and simulations. Furthermore, this review mapped learning experiences, affordances, and hindrances of simulations. Fifteen studies were found eligible for inclusion. Most of these studies reported positive effects of simulations on PSTs’ classroom management and teaching skills in general, rather than specifically on interpersonal competence (e.g., professional interpersonal vision, professional interpersonal knowledge, professional interpersonal repertoire). Concerning PSTs’ well-being, four studies did show positive effects of simulations on PSTs’ self-efficacy. However, none of the studies reported PSTs’ anxiety. Reported affordances were mostly educational (e.g., receiving teacher feedback, available resources) or social (e.g., peer observation, discussions), while the reported hindrances were mainly of a technical nature (e.g., lack of a user-friendly interface, malfunctioning audio or video). Positive learning experiences depended on the degree of realism and authenticity within the simulation. The results of this study provide suggestions for future research on how computer-based simulations in teacher education could contribute to PSTs’ interpersonal competence and well-being.

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