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What to Expect When You Are Simulating?: About Digital Simulation Potentialities in Teacher Training

What to Expect When You Are Simulating?: About Digital Simulation Potentialities in Teacher Training
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Author(s): Anna Sánchez-Caballé (Universitat Rovira i Virgili, Tarragona, Spain), Francesc M. Esteve-Mon (Universitat Jaume I, Castellón de la Plana, Spain) and Juan González-Martínez (Universitat de Girona, Girona, Spain)
Copyright: 2020
Volume: 10
Issue: 1
Pages: 14
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan) and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2020010103

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Abstract

While simulation is a proven teaching strategy, it has not had much development in the training of teachers. However, it has a lot of potential: risk elimination, high quality learning, reflective practice, didactic use of error, transition between theory, and practice. In addition to it, educational technology further enhances this potential: immersive digital environments enhance the realism of the simulations, help reflection, help overcome the time-space limitations, etc. To know the state of the matter on the potentialities of digital simulations in the training of teachers, a systematic review of the literature is organized, which allows us to know both the advances and the limitations in the use of this didactic strategy. On the one hand, it has been shown that digital simulations are effective in teacher training and that help cover current gaps; on the other hand, it is evident that there are technological limitations and shortcomings in research.

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