FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W900792472> ?p ?o ?g. }

• W900792472 endingPage "86" @default.
• W900792472 startingPage "67" @default.
• W900792472 abstract "On Role Playing Role-playing is unscripted dramatic technique that encourages participants to improvise behaviors that illustrate expected actions of persons involved in defined (Lowenstein, 2007, p. 173). In other words, role-playing is an 'as-if' experiment in which the subject is asked to behave as if he [or she] were a particular person in a particular situation (Aronson & Carlsmith, 1968, p. 26). Role-playing is used as effective pedagogical strategy in a variety of fields, a few of which we mention here. Traditionally it is used in social studies classrooms in order to provide participants with more authentic experiences of historic events and people who experienced them (e.g., Cruz & Murthy, 2006). It is used to explore the complexities of social situations, such as prejudice, and ethical issues (e.g., Lawson, McDonough, & Bodle, 2010; McGregor, 1993, Plous, 2000). Participants, after engaging in role-playing, reported being better prepared to deal constructively with everyday instances of prejudice (Plous, 2000) and generated more effective responses to prejudiced comments (Lawson, McDonough, & Bodle, 2010). Additionally, role-playing was used with English language learners, where used role-playing in attempt to move from a prescribed dialogue to improvisational one. In this context Shapiro and Leopold (2012) suggested that implementing role-playing in a classroom provides a space between practice and play [which] is a fertile ground for cognitive and linguistic growth (p. 128). Role-playing is also used in the education of various groups of professionals in organizational research, where, for example, participants assume roles of performance evaluators or interviewers of job applicants (Greenberg & Eskew, 1993). It is also prevalent in the training of health professionals, where the participants play the roles of a care-giver and a patient, practicing their clinical, diagnostic and patient managements skills, and as such developing empathy and tolerance in a low-risk environment (e.g., Joyner & Young, 2006). However, among various uses in developing professionals, the use of role-playing in teacher education is rather rare. On Role-Playing in Teacher Education In considering role-play in teacher education, Van Ments (1983) described it as experiencing a problem under unfamiliar constraints, as a result of which one's own ideas emerge and one's understanding increases. In this sense, role-playing can also be seen as role-training. It is aimed at increasing teachers' awareness of various aspects of their actual work. Despite the known advantages, role-playing in teacher education is underdeveloped. While some authors advocate for this method and report on its implementation, this is most often done in the form of self-reports and anecdotal evidence of participants' experiences. Kenworthy (1973) described a method in which participant takes on a teacher-role while others take on the roles of various students (e.g., a slow student, a gifted student, a disturbing student). He considered this type of role-playing to be one of the most profitable, provocative and productive methods in the education of social studies teachers (p. 243). He claimed that engagement in role-playing activities helped participants anticipate difficulties they encounter in their classrooms and as such gain security in their successful experiences should they face similar situations on the job. Assigning participants teacher and student roles was also used in a skill training workshops to deal with disturbing behaviour (Jones & Eimers, 1975). Teacher training via role-playing reduced disruptive student behaviour and demonstrated gains in productivity for most students. More recently, in Palmer's (2006) study, pre-service took on the roles of children as their professor modelled science teaching. It was reported that teachers' self-efficacy increased and they were more open to the idea of implementing role-playing in their teaching. …" @default.
• W900792472 created "2016-06-24" @default.
• W900792472 creator A5009772411 @default.
• W900792472 creator A5090809729 @default.
• W900792472 date "2014-06-22" @default.
• W900792472 modified "2023-09-26" @default.
• W900792472 title "What Students Need: Exploring Teachers' Views via Imagined Role-Playing." @default.
• W900792472 hasPublicationYear "2014" @default.
• W900792472 type Work @default.
• W900792472 sameAs 900792472 @default.
• W900792472 citedByCount "0" @default.
• W900792472 crossrefType "journal-article" @default.
• W900792472 hasAuthorship W900792472A5009772411 @default.
• W900792472 hasAuthorship W900792472A5090809729 @default.
• W900792472 hasConcept C107062074 @default.
• W900792472 hasConcept C125468537 @default.
• W900792472 hasConcept C136197465 @default.
• W900792472 hasConcept C142362112 @default.
• W900792472 hasConcept C151730666 @default.
• W900792472 hasConcept C153349607 @default.
• W900792472 hasConcept C154945302 @default.
• W900792472 hasConcept C15744967 @default.
• W900792472 hasConcept C169760540 @default.
• W900792472 hasConcept C169900460 @default.
• W900792472 hasConcept C19417346 @default.
• W900792472 hasConcept C2779343474 @default.
• W900792472 hasConcept C41008148 @default.
• W900792472 hasConcept C77805123 @default.
• W900792472 hasConcept C86803240 @default.
• W900792472 hasConceptScore W900792472C107062074 @default.
• W900792472 hasConceptScore W900792472C125468537 @default.
• W900792472 hasConceptScore W900792472C136197465 @default.
• W900792472 hasConceptScore W900792472C142362112 @default.
• W900792472 hasConceptScore W900792472C151730666 @default.
• W900792472 hasConceptScore W900792472C153349607 @default.
• W900792472 hasConceptScore W900792472C154945302 @default.
• W900792472 hasConceptScore W900792472C15744967 @default.
• W900792472 hasConceptScore W900792472C169760540 @default.
• W900792472 hasConceptScore W900792472C169900460 @default.
• W900792472 hasConceptScore W900792472C19417346 @default.
• W900792472 hasConceptScore W900792472C2779343474 @default.
• W900792472 hasConceptScore W900792472C41008148 @default.
• W900792472 hasConceptScore W900792472C77805123 @default.
• W900792472 hasConceptScore W900792472C86803240 @default.
• W900792472 hasIssue "3" @default.
• W900792472 hasLocation W9007924721 @default.
• W900792472 hasOpenAccess W900792472 @default.
• W900792472 hasPrimaryLocation W9007924721 @default.
• W900792472 hasRelatedWork W108820315 @default.
• W900792472 hasRelatedWork W121461075 @default.
• W900792472 hasRelatedWork W147616309 @default.
• W900792472 hasRelatedWork W148561074 @default.
• W900792472 hasRelatedWork W149965335 @default.
• W900792472 hasRelatedWork W1530313869 @default.
• W900792472 hasRelatedWork W1537498102 @default.
• W900792472 hasRelatedWork W1588866337 @default.
• W900792472 hasRelatedWork W1952795897 @default.
• W900792472 hasRelatedWork W2020812939 @default.
• W900792472 hasRelatedWork W2067473785 @default.
• W900792472 hasRelatedWork W2097410619 @default.
• W900792472 hasRelatedWork W2099063655 @default.
• W900792472 hasRelatedWork W2170836980 @default.
• W900792472 hasRelatedWork W2279033535 @default.
• W900792472 hasRelatedWork W2515290619 @default.
• W900792472 hasRelatedWork W2971675639 @default.
• W900792472 hasRelatedWork W345257738 @default.
• W900792472 hasRelatedWork W8731930 @default.
• W900792472 hasRelatedWork W2991937523 @default.
• W900792472 hasVolume "41" @default.
• W900792472 isParatext "false" @default.
• W900792472 isRetracted "false" @default.
• W900792472 magId "900792472" @default.
• W900792472 workType "article" @default.