Simulation in vocational education
This study addresses the use of driving simulators in vocational education. The aim of the study is to use the experiences of vocational teachers and questions to identify critical aspects of simulator-assisted teaching. The Background section contains a description of studies regarding digitalisat...
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Oslo and Akershus University College of Applied Sciences
2021
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oai:doaj.org-article:3cb52833efc44d319a01bfc79440c0932021-11-25T13:43:19ZSimulation in vocational education10.7577/sjvd.40762464-4153https://doaj.org/article/3cb52833efc44d319a01bfc79440c0932021-11-01T00:00:00Zhttps://journals.oslomet.no/index.php/yrke/article/view/4076https://doaj.org/toc/2464-4153 This study addresses the use of driving simulators in vocational education. The aim of the study is to use the experiences of vocational teachers and questions to identify critical aspects of simulator-assisted teaching. The Background section contains a description of studies regarding digitalisation within other educational contexts and teaching with simulators in other contexts as well as teacher competencies and the school’s quality measures. The study’s empirical evidence consists of observations and discussions with vocational teachers. The Results section contains an account of the vocational teacher’s questions in the form of identified problem areas. The Conclusions section of the study highlights simulator-assisted teaching and the importance of substantive aspects, as well as the connection to professional knowledge and competency, the possibility of adapting the teaching based on the needs of the student, and the consequences of the teaching for the professional skills and knowledge acquired by the student. The Discussion section addresses aspects such as teaching-related issues regarding transfer, the work of the vocational programme and the school with regard to the implementation of new technology in the teaching process, and the vocational teacher’s role and situation. In order to further develop knowledge about simulator-supported teaching in vocational education, more practice related studies of students' learning process and how the teaching contributes to the development of vocational skills are required. Susanne GustavssonOslo and Akershus University College of Applied SciencesarticleVocational education, driving simulators, simulator-assisted teaching, vocational teachersSpecial aspects of educationLC8-6691ENNOScandinavian Journal of Vocations in Development, Vol 6, Iss 1 (2021) |
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DOAJ |
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DOAJ |
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EN NO |
| topic |
Vocational education, driving simulators, simulator-assisted teaching, vocational teachers Special aspects of education LC8-6691 |
| spellingShingle |
Vocational education, driving simulators, simulator-assisted teaching, vocational teachers Special aspects of education LC8-6691 Susanne Gustavsson Simulation in vocational education |
| description |
This study addresses the use of driving simulators in vocational education. The aim of the study is to use the experiences of vocational teachers and questions to identify critical aspects of simulator-assisted teaching. The Background section contains a description of studies regarding digitalisation within other educational contexts and teaching with simulators in other contexts as well as teacher competencies and the school’s quality measures. The study’s empirical evidence consists of observations and discussions with vocational teachers. The Results section contains an account of the vocational teacher’s questions in the form of identified problem areas. The Conclusions section of the study highlights simulator-assisted teaching and the importance of substantive aspects, as well as the connection to professional knowledge and competency, the possibility of adapting the teaching based on the needs of the student, and the consequences of the teaching for the professional skills and knowledge acquired by the student. The Discussion section addresses aspects such as teaching-related issues regarding transfer, the work of the vocational programme and the school with regard to the implementation of new technology in the teaching process, and the vocational teacher’s role and situation. In order to further develop knowledge about simulator-supported teaching in vocational education, more practice related studies of students' learning process and how the teaching contributes to the development of vocational skills are required.
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| format |
article |
| author |
Susanne Gustavsson |
| author_facet |
Susanne Gustavsson |
| author_sort |
Susanne Gustavsson |
| title |
Simulation in vocational education |
| title_short |
Simulation in vocational education |
| title_full |
Simulation in vocational education |
| title_fullStr |
Simulation in vocational education |
| title_full_unstemmed |
Simulation in vocational education |
| title_sort |
simulation in vocational education |
| publisher |
Oslo and Akershus University College of Applied Sciences |
| publishDate |
2021 |
| url |
https://doaj.org/article/3cb52833efc44d319a01bfc79440c093 |
| work_keys_str_mv |
AT susannegustavsson simulationinvocationaleducation |
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