Journeying Towards the Profession: Exploring Liminal Learning within Mixed Reality Simulations
Journeying Towards the Profession: Exploring Liminal Learning within Mixed Reality Simulations
复制标题
走向职业之旅：探索混合现实模拟中的阈限学习
DOI：
10.1080/01626620.2018.1534221
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发表时间：
2018
影响因子：
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通讯作者：
C. O'Callaghan
中科院分区：
文献类型：
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作者：
Jody S. Piro;C. O'Callaghan
摘要与传统临床安置中的情境学习不同，混合现实模拟支持一个实验室学习环境，在这个环境中，职前教师练习教学，对职前教师和人类学生的风险很低。模拟经验可以用于教师教育项目，在精心设计的课程中为该领域的候选人做好准备，以衡量门槛学习。这项研究探索了教师教育项目中的临界性学习，该项目在临床实习前和临床实习期间使用了混合现实模拟。定性案例研究被用来理解被限制在三个水平的模拟中的参与者的体验。研究结果表明，在混合现实模拟中的学习可以分为三个空间：职业前、极限和趋向专业。将混合现实模拟整合到最初的教师准备核心课程中，促进了职前教师在三个学期的课程中面临教学和行为挑战时走向专业身份的旅程。
ABSTRACT Unlike the situated learning within traditional clinical placements, mixed-reality simulations support a laboratory learning environment where preservice teachers practice their instruction with low risk to the preservice teachers and human students. Simulation experiences can be used in teacher education programs to prepare candidates for the field within a carefully designed curriculum that measures threshold learning. This study explored liminal learning in a teacher education program that used mixed-reality simulations prior to and within clinical placements. A qualitative case study was used to understand the experiences of the participants who were bound by three levels of exposure to simulations. Findings indicated that learning within the mixed-reality simulations could be characterized by three spaces: preprofessional, liminal, and trending toward professional. The integration of mixed-reality simulations within initial teacher preparation core courses facilitated the journey of preservice teachers toward professional identities as they faced instructional and behavioral challenges over the course of three semesters.