The project aims to investigate how the practices of simulation training are enacted to support students’ learning in vocational education and training (VET) in upper secondary school and how the practices are intertwined with social and material arrangements. Simulation with high fidelity simulators has become a common teaching method in VET. However, there is a lack of pedagogical consideration as well as knowledge on how simulation training can support students’ learning for work.
This project takes a comprehensive approach by including the intentions and expectations of the training, how it is enacted, as well as teachers’ and students’ experiences. The project will be conducted through:
- video-recordings of simulation sessions,
- interviews with students and teachers before and after simulation, and
- studies of course materials.
A practice theory perspective will be used for collaborative data analysis on how an organised set of actions embedded in simulation practices is expressed through the relationship between teachers and students as well as the material set-up. The result will contribute to the enhancement of knowledge on how simulation training can be designed and enacted to support students’ vocational learning.