EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE
This paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Digital Culture & Education (DCE)
2021-09-01
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| Series: | Digital Culture & Education |
| Subjects: | |
| Online Access: | https://www.digitalcultureandeducation.com/volume-13-papers/faldet-et-al-2021 |
| _version_ | 1827393975482318848 |
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| author | Ann-Cathrin Faldet Thor-André Skrefsrud Hege Merete Somby |
| author_facet | Ann-Cathrin Faldet Thor-André Skrefsrud Hege Merete Somby |
| author_sort | Ann-Cathrin Faldet |
| collection | DOAJ |
| description | This paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice. |
| first_indexed | 2024-03-08T18:00:20Z |
| format | Article |
| id | doaj.art-76a6229725e24d95a294e16019a55293 |
| institution | Directory Open Access Journal |
| issn | 1836-8301 |
| language | English |
| last_indexed | 2024-03-08T18:00:20Z |
| publishDate | 2021-09-01 |
| publisher | Digital Culture & Education (DCE) |
| record_format | Article |
| series | Digital Culture & Education |
| spelling | doaj.art-76a6229725e24d95a294e16019a552932024-01-02T01:59:15ZengDigital Culture & Education (DCE)Digital Culture & Education1836-83012021-09-011316780EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVEAnn-Cathrin FaldetThor-André Skrefsrud Hege Merete SombyThis paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice.https://www.digitalcultureandeducation.com/volume-13-papers/faldet-et-al-2021virtual reality simulationsvygotsky’s sociocultural theory of learningstudent-active learninghome-school collaborationpre-service teachers training program |
| spellingShingle | Ann-Cathrin Faldet Thor-André Skrefsrud Hege Merete Somby EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE Digital Culture & Education virtual reality simulations vygotsky’s sociocultural theory of learning student-active learning home-school collaboration pre-service teachers training program |
| title | EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE |
| title_full | EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE |
| title_fullStr | EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE |
| title_full_unstemmed | EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE |
| title_short | EXPLORING THE PEDAGOGICAL POTENTIAL OF VIRTUAL REALITY SIMULATIONS FOR PRE-SERVICE TEACHERS FROM A VYGOTSKYAN PERSPECTIVE |
| title_sort | exploring the pedagogical potential of virtual reality simulations for pre service teachers from a vygotskyan perspective |
| topic | virtual reality simulations vygotsky’s sociocultural theory of learning student-active learning home-school collaboration pre-service teachers training program |
| url | https://www.digitalcultureandeducation.com/volume-13-papers/faldet-et-al-2021 |
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