ABSTRACT

Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.

摘要

模拟培训模型，例如交互式虚拟教师培训 (IVT-T)，与咨询相关，并有望为需要行为管理支持的教师提供支持。我们使用嵌入式混合方法设计检查了 IVT-T 的可行性和有效性。在三所 K-8 学校工作的 27 名教师参与了定量环节，18 位教师参与了定性环节。培训剂量数据表明，许多教师使用 IVT-T，但 62% 无法达到每周 45 分钟的最低剂量。教学设计问题、在校外使用系统和技术故障可能会导致使用率较低。一般，一些循证策略的使用从前到后越来越多，而与故事情节和培训阶段相关的教学设计弱点可能影响了实践在课堂上的转化。讨论了基于咨询的服务的影响以及我们工作的未来方向。