VET teachers use the real machine as the benchmark of legitimacy for simulator instruction and shift between teacher and future-colleague positions.¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Excerpt 3, the teacher's reference to "a real machine" as the accepted benchmark shows how instruction gets legitimacy in relation to the real activity. → Giulia Messina Dahlberg · Susanne Gustavsson 2025 q2 i? The teacher uses first-person plural pronouns ("our instrument") to position the student as a possible future colleague, a pattern the authors describe as rather common in the data. → Giulia Messina Dahlberg · Susanne Gustavsson 2025 (2)

Evidence¶

Giulia Messina Dahlberg · Susanne Gustavsson 2025¶

Giulia Messina Dahlberg · Susanne Gustavsson. (2025). Keeping worlds apart to put them back together: VET teachers' instructional patterns in simulation-based training. Instructional Science. https://doi.org/10.1007/s11251-025-09714-x

q2 · i? · qualitative · r2

From the analysis of Excerpt 3, where teacher and student discuss the correct crane speed value before a task. The authors report that the reference to "a real machine" functions as the accepted benchmark of comparison.

"The teacher's reference to "a real machine" as the accepted (and perhaps the only) benchmark of comparison of a simulated activity, shows the ways the instructional practice in this context gets legitimacy in its relationship to the real activity in the real machine"

Giulia Messina Dahlberg · Susanne Gustavsson 2025 (2)¶

Giulia Messina Dahlberg · Susanne Gustavsson. (2025). Keeping worlds apart to put them back together: VET teachers' instructional patterns in simulation-based training. Instructional Science. https://doi.org/10.1007/s11251-025-09714-x

q2 · i? · qualitative · r2

From the analysis of Excerpt 3: the teacher's use of "our" marks the practice as part of shared vocational knowledge, and the authors report that "These kinds of shifting of positions, from teacher to future colleague, to more experience and expert professional, are rather common in the data".

"These kinds of shifting of positions, from teacher to future colleague, to more experience and expert professional, are rather common in the data and are used, we argue, as rhetorical and pedagogical moves to create meaningful practice"

Discussion¶

Related Claims¶

• VET teachers use body gestures and pointing to recreate the three-dimensional machine space represented two-dimensionally on the simulator screen. — related
• Simulator feedback responds authentically to student error, e.g. logs fall from the cargo when the grapple is opened incorrectly. — related
• Students reconstruct authentic work practices in the simulator even when the simulation has removed the relevant environmental elements. — related
• Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic. — related
• Simulator-based VET instruction in this study centres on volume training of routine tasks rather than rehearsing specific high-stakes, risky situations. — related