Promoting socio-emotional learning competencies in teacher education through online clinical simulations.
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| Title: | Promoting socio-emotional learning competencies in teacher education through online clinical simulations. |
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| Authors: | Kasperski, Ronen1,2 Ronenk1@gmail.com, Hemi, Merav E.1,2 |
| Source: | European Journal of Teacher Education. Oct2024, Vol. 47 Issue 4, p805-820. 16p. |
| Subject Terms: | *Teacher education, *COVID-19 pandemic, *Teacher training, Questionnaires, Professional competence |
| Abstract: | Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the 'other'. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants, and 50 control participants; 11 participants who experienced both experimental conditions were interviewed. Results revealed that online simulations contributed to similar SEL growth as FTF. Interviews highlighted differences in the subjective experience of FTF and online participants. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179769242 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting socio-emotional learning competencies in teacher education through online clinical simulations. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kasperski%2C+Ronen%22">Kasperski, Ronen</searchLink><relatesTo>1,2</relatesTo><i> Ronenk1@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Hemi%2C+Merav+E%2E%22">Hemi, Merav E.</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Oct2024, Vol. 47 Issue 4, p805-820. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Increasing research indicates the effectiveness of simulation-based learning as a means of socio-emotional learning (SEL). Traditionally, simulations are conducted face-to-face (FTF) with a live actor in the role of the 'other'. The outbreak of COVID-19 led to the shifting of simulations to online settings. To explore the differences between FTF and online conditions, questionnaires were administered to 49 FTF participants, 87 online participants, and 50 control participants; 11 participants who experienced both experimental conditions were interviewed. Results revealed that online simulations contributed to similar SEL growth as FTF. Interviews highlighted differences in the subjective experience of FTF and online participants. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179769242 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02619768.2022.2134006 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 805 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: Promoting socio-emotional learning competencies in teacher education through online clinical simulations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kasperski, Ronen – PersonEntity: Name: NameFull: Hemi, Merav E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 02619768 Numbering: – Type: volume Value: 47 – Type: issue Value: 4 Titles: – TitleFull: European Journal of Teacher Education Type: main |
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