What characterizes pre-service special educators’ relational competence in relation to students with NPC, and the context of avatar technology?

Research shows that the relationship between teacher and student is crucial for student development and learning, especially for the 10-12 percent of students who have a disability (Sabol & Pianta, 2012). Furthermore, research shows that relational competence is a basic pedagogical competence, alongside didactic competence, and leadership competence (Nordenbo et al., 2008) Relational competence refers to teachers’ ability to support, activate and motivate individual students and to develop relationships based on qualities such as respect and empathy. However, there is a lack of research on how relational competence can be developed in special education and special education teacher training. The present project focuses on how relational competence can be developed in special educational contexts and how virtual simulations (Teachlive) can be used to develop relational competence, with a focus on special education teacher training.

Studies have shown that simulations with avatars enable students to bridge the gap between theory and practice in a virtual environment, where they can practice different scenarios and be prepared for future work placements (McGarr, 2020). The present project aims to explore how virtual simulations can be used in special education teachers’ program to develop students’ relational skills in general, and specifically in relation to students with neuropsychological conditions (NPC). The overall project contains four sub studies. In this presentation, preliminary findings from study 4 will be discussed. Study 4 is based on the overall research question:
What characterizes pre-service special educators’ relational competence in relation to students with NPC, and the context of avatar technology?
Data was collected through video observations of simulations and focus group interviews in two programs, the special teacher education program, and the special educator education program. The study draws on two more specific research questions (RQ):
RQ1: How is the participants relational competence manifested in interaction with avatars with NPC?
RQ2: How do the participants experience their relational competence as manifested in interaction with avatars with NPC?
The data consists of video observations of the virtual simulations (n=37) and focus group interviews (n=18). At the symposium a small portion of the data will be presented and discussed.


References
McGarr, O. (2020). The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice, Journal of Education for Teaching, DOI: 10.1080/02607476.2020.1733398.
Nordenbo et al. (2008). Laererkompetenser og Elevers Laering i Förskole og Skole. Ett Systematisk Review utfört for Kunnskapsdepartementet, Oslo Copenhagen: Danmarks Paedagogiske Universitetsskole & Danish Clearinghouse for Educational Research.
Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment & Human Development, 14, 213-231.