Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform?
This thesis reports on a mixed methods research project into the emerging area of computer simulation in Initial Teacher Education (ITE). Some areas where simulation has become a staple of initial or ongoing education and training, i.e. in health care and military applications, are examined to provi...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2011
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| Online Access: | https://eprints.nottingham.ac.uk/12101/ |
| _version_ | 1848791432694857728 |
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| author | Lowe, Graham |
| author_facet | Lowe, Graham |
| author_sort | Lowe, Graham |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This thesis reports on a mixed methods research project into the emerging area of computer simulation in Initial Teacher Education (ITE). Some areas where simulation has become a staple of initial or ongoing education and training, i.e. in health care and military applications, are examined to provide a context. The research explores the attitudes of a group of ITE students towards the use of a recently developed simulation tool and in particular considers the question of whether they view computer simulation as a ‘third place’ between faculty based ‘theory’ elements and school based ‘practice’ elements of their training or whether they consider the simulation to be enhanced ‘theory’ learning.
Data from pre-experience and post-experience questionnaires are compared. A series of indicative case studies, representing positive and negative changes in attitude, are presented from data collected using semi-structured interviews.
A range of themes emerge indicating that the students’ attitudes towards computer simulation are complex and not based on single factors such as the fidelity of the simulation presented. A major finding of the research is that students’ attitudes towards the computer simulation appear to reflect deep seated views of teaching and learning unrelated to simulation. Indications are that if future use of simulation is to be effective then designers must pay at least as much attention to emotional impact as cognitive development.
Evaluation of the success of the study is included and suggestions for further study are made. |
| first_indexed | 2025-11-14T18:28:25Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-12101 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:28:25Z |
| publishDate | 2011 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-121012025-02-28T11:17:31Z https://eprints.nottingham.ac.uk/12101/ Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? Lowe, Graham This thesis reports on a mixed methods research project into the emerging area of computer simulation in Initial Teacher Education (ITE). Some areas where simulation has become a staple of initial or ongoing education and training, i.e. in health care and military applications, are examined to provide a context. The research explores the attitudes of a group of ITE students towards the use of a recently developed simulation tool and in particular considers the question of whether they view computer simulation as a ‘third place’ between faculty based ‘theory’ elements and school based ‘practice’ elements of their training or whether they consider the simulation to be enhanced ‘theory’ learning. Data from pre-experience and post-experience questionnaires are compared. A series of indicative case studies, representing positive and negative changes in attitude, are presented from data collected using semi-structured interviews. A range of themes emerge indicating that the students’ attitudes towards computer simulation are complex and not based on single factors such as the fidelity of the simulation presented. A major finding of the research is that students’ attitudes towards the computer simulation appear to reflect deep seated views of teaching and learning unrelated to simulation. Indications are that if future use of simulation is to be effective then designers must pay at least as much attention to emotional impact as cognitive development. Evaluation of the success of the study is included and suggestions for further study are made. 2011 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/12101/1/Thesis_Graham_Lowe_Final_Corrected.pdf Lowe, Graham (2011) Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? EdD thesis, University of Nottingham. Teachers training of computer simulation student teachers attitudes |
| spellingShingle | Teachers training of computer simulation student teachers attitudes Lowe, Graham Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title | Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title_full | Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title_fullStr | Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title_full_unstemmed | Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title_short | Computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| title_sort | computer simulation in initial teacher education: a bridge across the faculty/practice divide or simply a better viewing platform? |
| topic | Teachers training of computer simulation student teachers attitudes |
| url | https://eprints.nottingham.ac.uk/12101/ |