Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, a tangible puppetry CSCL can create a learning environment that reduces the participants’ anxiety or apprehension toward evaluation and elicits various types of pupils or students, allowing them to learn various perspectives. The CSCL also provides a 3D animation that records the puppetry for prompting perspective-taking of a variety of pupils in mutual feedback discussions. A comparative experiment, which comprised of a self-performed, a puppetry, and a second self-performed microteachings, showed a relatively stable impact of the puppetry microteaching in the mutual feedback discussions on the second self-performed. This paper discusses the potential effectiveness of puppetry as a catalyst of perspective-taking to learn a variety of pupils’ viewpoints through their possible reactions in undergraduate teacher education.
CITATION STYLE
Mochizuki, T., Sasaki, H., Yamaguchi, Y., Hirayama, R., Kubota, Y., Eagan, B., … Kato, H. (2019). Effects of Perspective-Taking Through Tangible Puppetry in Microteaching and Reflection on the Role-Play with 3D Animation. In Communications in Computer and Information Science (Vol. 1112, pp. 315–325). Springer. https://doi.org/10.1007/978-3-030-33232-7_28
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