Mindful global citizenship through simulations in Higher Education
This chapter delves into the design of simulations based on literature that can be taught in secondary school. The main objective of the present fieldwork is to determine whether designing simulations is effective in introducing teacher trainees to the use of simulations in secondary education and b...
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| Formato: | capítulo de livro |
| Fecha de publicación: | 2017 |
| País: | España |
| Recursos: | Universidad Católica de Valencia San Vicente Mártir |
| Repositorio: | RIUCV. Repositorio de la Universidad Católica de Valencia San Vicente Mártir |
| Idioma: | inglés |
| OAI Identifier: | oai:riucv.ucv.es:20.500.12466/854 |
| Acesso em linha: | http://hdl.handle.net/20.500.12466/854 |
| Access Level: | acceso abierto |
| Palavra-chave: | Simulación y juego EFL/ESL Metodologías activas Citizenship 58 Pedagogía 57 Lingüística |
| Resumo: | This chapter delves into the design of simulations based on literature that can be taught in secondary school. The main objective of the present fieldwork is to determine whether designing simulations is effective in introducing teacher trainees to the use of simulations in secondary education and build mindful global awareness over the issue of human rights. To achieve this, the flipped learning model is followed in which literary pieces and videos are read and analyzed on the part of the teacher trainees outside of class whereas practice, discussion and simulation design are done in class. The findings of the qualitative analysis of postgraduate students’ perceptions are presented. Results show that the postgraduate students participating in the design of simulations based on reading texts on human rights find simulations as powerful tools to promote human rights and social consciousness. |
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