Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Simulation as a Pedagogical Method in Teacher Education - a Collaborative Project Related to Suitability Assessments
M. Hvalby & M. Hansen
11:15 am - 12:45 pm

Abstract

The world is in transition, and in a Norwegian context, suitability assessments of pre-service teachers play a key role in assuring quality in teacher education. This project is anchored in interdisciplinary thinking, where actors from health education provide their special competence concerning simulation as a pedagogical method into teacher education. The purpose is to address a gap in the existing knowledge about the processes of developing good practices involving suitability assessments. The research question is: How can simulation as a pedagogical method contribute to pre-service teachers gaining increased self-awareness of their suitability? The data sets underpinning the argument in this project is a psychological test battery (Gerdts-Andresen et al., 2021) that mapped the participants’ awareness of suitability before the simulation in their second semester, and which collected data on their experiences after the activities. Triangulation (Denzin, 2017) was performed with focus group discussions. Preliminary results show that simulation as a pedagogical method contributes to pre-service teachers’ professional development when they demonstrate decision-making and critical thinking. An interesting finding is the participants’ increased awareness of their suitability for the teacher role. Furthermore, an implication for facilitating the simulation is to prepare cases related to the criteria in the suitability regulations and the pre-service teachers’ learning outcomes in their curriculum. Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Routledge.

Biography

Mette Hvalby is an associate professor in pedagogy and Head of suitability assessments at the faculty of arts and education at the University of Stavanger in Norway. She has extensive experience as a teacher educator. Her most important research activities are professional development, suitability assessment, teacher education and supervision. The research also involves several recent published articles and book chapters.

Mette Tindvik Hansen is an assistant professor and Head of suitability assessments at the faculty of health and welfare studies at the Ostfold University College in Norway. She has extensive experience as a social educator. Her most important research activities are professional development, didactics, simulation as a pedagogical method and suitability assessment. The research also involves several recent published articles.