是什么造就了职前教师模拟学习环境的真实性?个人学习特点和情境相关特征的作用

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-05-09 DOI:10.1007/s10212-024-00837-2
Kathleen Stürmer, Tim Fütterer, Stephanie Kron, Daniel Sommerhoff, Stefan Ufer
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引用次数: 0

摘要

为了支持教师教育中的专业能力培养,学习环境应允许学习者参与专业任务。要在这种学习环境中将知识和技能迁移到现实生活中,职前教师必须认为任务是真实的。然而,由于缺乏先前的知识,新手可能难以识别相关的实践要素。因此,我们假定,不同的因素可能会引导他们对任务真实性的认识,而与必须掌握的任务无关。例如,这些因素可能是学习环境在物理层面上的明显设计特征,也可能是对学习环境和学习前提条件的熟悉程度,这些都是获取知识的重要环节。在本研究中,以培养诊断能力为目的的同一模拟项目的两种实施类型(视频与角色扮演)对比了职前教师对任务真实性的感知。就必须掌握的专业任务而言,这两种类型在接近真实生活实践方面存在差异。在一项实验性纵向研究中,共有 119 名数学职前教师在一个学期内四次在线参与了其中一种类型的模拟教学(n = 66 个视频,n = 53 个角色扮演)。视频模拟类型的任务真实性感知较高,并且随着多次参与模拟而增加,与实施类型无关。此外,职前教师的任务实用价值对其任务真实性感知有积极影响。这些结果说明了学习先决条件以及对任务的熟悉程度对新手感知的作用。此外,这些结果还初步表明,根据学习者的专业发展水平,模拟教学中接近真实生活实践的方式可能会影响他们对任务真实性的感知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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