Supporting Roles in Live Simulations: How Observers and Confederates Can Facilitate Learning

Autor/inn/en	Rantatalo, Oscar; Sjöberg, David; Karp, Staffan
Titel	Supporting Roles in Live Simulations: How Observers and Confederates Can Facilitate Learning
Quelle	In: Journal of Vocational Education and Training, 71 (2019) 3, S.482-499 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rantatalo, Oscar) ORCID (Karp, Staffan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1522364
Schlagwörter	Simulation; Role Playing; Vocational Education; Police Education; Learning Experience; Observation; Cooperation; Foreign Countries; Critical Incidents Method; Barriers; Affordances; Instructional Design; Sweden + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Rollenspiel; Ausbildung; Berufsbildung; Polizeihochschule; Lernerfahrung; Beobachtung; Co-operation; Kooperation; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Schweden
Abstract	Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01