A theoretical consideration for scaffolding real world practice opportunities with virtual worlds experiences
Brief Paper
ID: 44420
Abstract: We describe the nature of teacher embodiment during a novice teacher’s role-play parent-teacher conference in a virtual world by deconstructing the teacher’s Discourses using Building Tasks as an analytical tool and reconstructing them using embodiment literature as a synthesis tool. Findings indicate that well-designed experiences in virtual worlds coupled with meaningful reflection of those experiences have the potential to allow novice teachers to feel and act like a teacher, a phenomenon we call embodiment. The study provides theoretical and empirical basis for researchers, educators, and instructional designers to continue to examine the use of virtual worlds for clinical practice.
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