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Research aim: The aim of this project is to develop and assess role play with artefacts about conflict management in preschool Teacher Education with the support of digital tools.

Theoretical framework: As theoretical underpinning experimental learning will be used (Kolb, 2014; Moon, 2004). Role play has been used in different areas of teaching in higher education (Westin & Svensson, 2022). Research also reveals that role play is an innovative and functional way to teach students about conflict management (Morrison et al., 2013). Artefacts, in form of physical objects, has a long tradition in education, and for young children it is important to use visual artefacts (Almqvist, 2008; Uitto et al., 2021). In today’s preschools digital artefacts (often tablets) are commonly used (Marklund, 2020). This study is about role play with artefacts, both physical and digital, concerning conflict management in preschool Teacher Education. These role plays will be developed in versions for campus and for online education, an increasing kind of Teacher Education. An important aspect in this project is to develop the assessment and assessment-criteria for the student´s practical skills with the support of digital tools.

Methodology: The developed versions of role play and assessment-criteria will be used as interventions in courses in preschool Teacher Education. The methods for data collection will be digital inquiries and interviews. 

Expected results: An important dimension in the project is that the use of role play as an innovative and playful method in Teacher Education will inspire the future preschool teachers. In preschools this type of teaching is close to children´s play world, and can hopefully inspire their play and the use of digital tools.

Relevance to Nordic educational research: Firstly, this research is relevant for those lecturers who teach conflict management in Teacher Education. Secondly, the research will offer examples how to integrate digital tools in Teacher Education. These two aspects are highly relevant for teacher educators both internationally and in the Nordic countries.

References

Almqvist, (2008). Artefaktanvändning i undervisningssammanhang – en  privilegieringsanalys. [On the use of artefacts in educational settings]. Utbildning & Demokrati, 17(3), 46-68.

Kolb, D. (2014). Experiential learning. Experience as source of learning and development. (2^nd ed.). FT press.

Marklund, L. (2020). Swedish preschool teacher´s experiences from pedagogical use of digital play. Journal of Early Childhood Education Research, 9(1), 1-20.

Moon, J. (2004). A Handbook of reflective and experiential learning.Routledge.

Morrison, M., Nilsson, E., & Lepp, M. (2013). Bringing the personal to the professional: Pre-service teaching students explore conflict through an applied drama approach. Applied Theatre Research, 1(1), 63-76.

Uitto, M., Lassila, E.T., Jokikokko, K., Kelthermans, G., & Estola, E. (2021). Using artefacts in narrative pedagogies: A case from beginning teachers´ peer group meetings. European Journal of Teacher Education, published online 18 Feb 2021.

Westin, J., & Svensson, J. (2022). Rollspelsövningar för undervisning av matematiska modeller på universitetsnivå [Role-playing excercises for teaching mathematical models at university level]. Högre Utbildning, 12(1), 38-46.