What to Expect When You Are Simulating?: About Digital Simulation Potentialities in Teacher Training

What to Expect When You Are Simulating?: About Digital Simulation Potentialities in Teacher Training

Anna Sánchez-Caballé, Francesc M. Esteve-Mon, Juan González-Martínez
Copyright: © 2020 |Pages: 14
DOI: 10.4018/IJOPCD.2020010103
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Abstract

While simulation is a proven teaching strategy, it has not had much development in the training of teachers. However, it has a lot of potential: risk elimination, high quality learning, reflective practice, didactic use of error, transition between theory, and practice. In addition to it, educational technology further enhances this potential: immersive digital environments enhance the realism of the simulations, help reflection, help overcome the time-space limitations, etc. To know the state of the matter on the potentialities of digital simulations in the training of teachers, a systematic review of the literature is organized, which allows us to know both the advances and the limitations in the use of this didactic strategy. On the one hand, it has been shown that digital simulations are effective in teacher training and that help cover current gaps; on the other hand, it is evident that there are technological limitations and shortcomings in research.
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Present Study

The goal of the current review is to know which are the opportunities and limitations that simulation provides in teacher training processes from 2009 to 2017. So, the aspiration is to offer an overview of the situation of the subject, focusing on its principal potentialities and limitations (for instance, in terms of content and knowledge to be learned), and with a special interest in the technological issues related to it. This overview will be mainly centred in the pre-service teachers and the development of their professional abilities.

The research questions of this study are:

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