Mediating and Perspective-Taking Manipulatives: Fostering Dynamic Perspective-Taking by Mediating Dialogic Thinking and Bolstering Empathy in Role-Play and Reflection for Microteaching

Autor/inn/en	Mochizuki, Toshio; Sasaki, Hiroshi; Wakimoto, Takehiro; Kubota, Yoshihiko; Eagan, Brendan; Hirayama, Ryoya; Yamaguchi, Yuta; Yuki, Natsumi; Funaoi, Hideo; Suzuki, Hideyuki; Kato, Hiroshi
Titel	Mediating and Perspective-Taking Manipulatives: Fostering Dynamic Perspective-Taking by Mediating Dialogic Thinking and Bolstering Empathy in Role-Play and Reflection for Microteaching
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 4, S.489-518 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mochizuki, Toshio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09382-w
Schlagwörter	Microteaching; Computer Assisted Instruction; Cooperative Learning; Role Playing; Puppetry; Perspective Taking; Manipulative Materials; Preservice Teachers; Reflection; Empathy + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Rollenspiel; Puppenspiel; Zukunftsperspektive; Hilfsmittel; Empathie
Abstract	This study examined microteaching using computer-supported collaborative learning (CSCL) to assist student teachers in anticipating student voices and achieving authentic role-play. To achieve this, the design had two manipulatives: tangible puppets as "mediating manipulatives" that allow student teachers to elicit a variety of imaginary student voices in microteaching role-plays and three-dimensional animations as "perspective-taking manipulatives" that allow student teachers to dynamically switch viewpoints in reflection. This study aims to investigate how the combination of mediating and perspective-taking manipulatives helps student teachers foster the perspective-taking of imaginary students in their microteaching role-playing and reflection. We employed epistemic network analysis (ENA) to analyze discourse data collected both in the microteaching performances (including the tangible puppetry microteaching) and in the reflections. The results showed that the combination of the two manipulatives was effective for achieving the immediate transfer of imaginary students' perspectives. Further qualitative analysis enabled by ENA indicated that the perspective-taking manipulatives were effective in bolstering perspective-taking due to the nonverbal aspects of students' voices enacted in the role-play performances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01