ABSTRACT

The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student self-reflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-in-action: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students’ performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students’ attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön’s ‘Educating the Reflective Practitioner’ and b) outlining some implications for educational practice.

摘要

关于基于模拟的培训的文献强调了模拟后汇报作为学生自我反省的重要性。这些汇报的另一个主要特征是，讲师如何使用汇报来演示行为反思的专业模式：他们如何被用来展示表征职业行为的深层次推理和熟练实践，这是引起人们兴趣的另一个主要特征。基于为高级水手开设的航行课程中的汇报会的视频记录，本研究讨论了一个案例，在该案例中，教练员演示了如何根据良好的航海技术应用航行规则。以场景的视觉表示为起点，并通过重新制定学生的表演，讲师阐述学生在情景中遇到的问题以及可能的解决方案。通过这种方式，该场景旨在教授的更一般的课程说明了学生解决任务的尝试。该研究的结论是a）讨论与Schön的“教育反思型实践者”有关的经验案例，b）概述对教育实践的一些启示。