Preservice special educators' relational competence in virtual simulations with avatars

Research shows that relational competence is essential in teacher education, including special education teacher training. It also shows that virtual simulations using avatars are useful for developing teacher competencies. However, there is a research gap regarding how virtual simulations can be utilized to develop relational competences. The present study has two purposes: (1) to explore preservice special educators’ (PSEs) relational competence in an avatar context, and (2) to delineate research-based guidelines for using avatars to enhance relational competence. The data comprise video observations of virtual simulations and interviews with PSEs. The results show that PSEs perceive relational competence as a pedagogical approach and, mainly, as an organization of interaction. Furthermore, relational competence is manifested by different degrees of communication attunement. The guidelines suggest that teacher educators should direct PSEs toward the pedagogical approach and a high degree of attunement. Overall, avatar simulations are useful for training teachers in relational competence.