Teaching with simulators in vocational education and training - From a storing place to a new colleague

This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students' vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers' work, roles and relatings.

Automated summary

Based on practice theory, this study investigates the impact of using simulation as a teaching method on VET teaching practice in upper secondary schools in Sweden. The findings show that simulators not only bring new knowledge and relationships in teaching practice but also have side effects such as dependency on external factors.