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| Autor/inn/en | Fitzsimons, Sabrina; Farren, Margaret |
|---|---|
| Titel | A Brave New World: Considering the Pedagogic Potential of Virtual World Field Trips (VWFTs) in Initial Teacher Education |
| Quelle | In: International Journal for Transformative Research, 3 (2016) 1, S.9-15 (7 Seiten)
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| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2353-5415 |
| DOI | 10.1515/ijtr-2016-0002 |
| Schlagwörter | Place Based Education; Museums; Field Trips; Teacher Education Programs; Computer Simulation; Student Attitudes; Undergraduate Students; Preservice Teacher Education; Reflection; Teacher Educators; Teaching Methods; Ethnography |
| Abstract | In its broadest and historical sense, place-based education refers to education that occurs outside of the physical boundaries of a school building (Dewey 1910; Sobel 1996; Theobald 1997; Woodhouse and Knapp 2000). Place-based education, colloquially referred to as the "field trip", is predominantly considered a pedagogic tool of the sciences. It involves a physical movement from the school-based location to a place of interest, for example, a geography field trip to an ecological landscape or science visit to a local museum. This paper considers the use of virtual world field trips (VWFTs) within the context of a pre-service Teacher Education programme. The paper presents data from one undergraduate module offered on a programme of initial teacher education. The paper identifies three significant elements of virtual world field trips: place, people and content. First, the virtual world can provide access to places not possible in the offline context as a result of geographic, economic or religious factors. Second, exposure to and dialogue with a variety of world views can challenge students' assumptions, facilitate reflection and provide an opportunity for one-to-one teaching encounters. Third, from a teacher educator perspective, engagement in virtual world field trips can provide a space for teachers to model teaching methodologies and model creative learning techniques, thus providing student teachers with an insight into different approaches to teaching. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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