Virtual Training, Virtual Teachers: On Capacities and Being-at-Work

Autor/in	Driggers, Kenneth
Titel	Virtual Training, Virtual Teachers: On Capacities and Being-at-Work
Quelle	In: Studies in Philosophy and Education, 42 (2023) 6, S.585-597 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Driggers, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-023-09898-0
Schlagwörter	Computer Simulation; Teacher Education Programs; Training; Instruction; Learning; Student Teachers; Philosophy + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Ausbildung; Teaching process; Unterrichtsprozess; Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Philosophie
Abstract	While virtual simulations are a familiar professional training tool, they have only recently been implemented in teacher education programs. These simulations are used to complement traditional student teacher placement. In this paper, the author critically examines one teacher training simulation, TeachLivE, specifically in terms of its implicit conceptions of what it means to teach and to learn. The analysis utilizes Aristotle's explanation of the Greek concepts energeia and dunamis, as well as Heidegger's interpretation of Aristotle's Metaphysics. The author argues that TeachLivE's structure implies an ontology of teaching and learning that precludes the cultivation of a teacherly disposition, and that, were this ontology to be corrected, teacher training simulations would be rendered superfluous. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01