文学学科训练中在线临床模拟的教与学过程

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Orna Levin, Yael Segev
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引用次数: 1

摘要

临床模拟已经发展成为应对复杂专业情况的工具。近几十年来,临床模拟已被纳入教师教育的教学培训。在新冠肺炎疫情期间,考虑到基于人的临床模拟需要适应在线平台,开发了在线临床模拟模型。本研究考察了应用于特定学科培训背景下的在线临床模拟的学习和教学过程。具体而言,通过收集98名职前文学教师的感知数据来调查这些过程。分析的数据产生了三个主题,描述了参与者从在线教学过程中感知到的收获:(1)加强职前教师对特定学科的参与(2)制定对特定学科教学过程的专业理解(3)促进文学课中有意义的讨论的方法。该研究扩大了临床模拟在教师培训中的应用领域,包括学科特定的收益,在这种情况下,通过展示模拟世界和文学世界之间的相互作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning-Teaching Processes in Online Clinical Simulation within Disciplinary Training of Literature
Clinical simulations have been developed as a tool for coping with complex professional situations. In recent decades, clinical simulation has been integrated into teacher education for pedagogical training. Amidst the COVID-19 pandemic, an online clinical simulation model was developed, given the need to adapt the human-based clinical simulations to an online platform. This study examined the learning and teaching processes experienced during online clinical simulations applied in the context of discipline-specific training. Specifically, these processes were investigated by collecting data representing the perceptions of 98 preservice literature teachers. The analyzed data yielded three themes, describing the participants’ perceived gains from the online teaching-learning processes: (1) The strengthening of preservice teachers’ discipline-specific involvement (2) The formulation of a professional understanding of discipline-specific teaching processes (3) Ways to promote meaningful discussions in literature lessons. The study expands the field of clinical simulation use in teacher training to include discipline-specific gains, in this case by demonstrating the interplay between the world of simulation and the world of literature.
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来源期刊
L1 Educational Studies in Language and Literature
L1 Educational Studies in Language and Literature EDUCATION & EDUCATIONAL RESEARCH-
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