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dc.contributor.authorAngelini Doffo, María Laura
dc.description.abstractThis chapter delves into the design of simulations based on literature that can be taught in secondary school. The main objective of the present fieldwork is to determine whether designing simulations is effective in introducing teacher trainees to the use of simulations in secondary education and build mindful global awareness over the issue of human rights. To achieve this, the flipped learning model is followed in which literary pieces and videos are read and analyzed on the part of the teacher trainees outside of class whereas practice, discussion and simulation design are done in class. The findings of the qualitative analysis of postgraduate students’ perceptions are presented. Results show that the postgraduate students participating in the design of simulations based on reading texts on human rights find simulations as powerful tools to promote human rights and social
dc.publisherEmerald Publishing Limited
dc.relation.ispartofEngaging Dissonance: Developing Mindful Global Citizenship in Higher Education. Amy Lee , Rhiannon D. Williams (ed.)en
dc.relation.ispartofseriesInnovations in Higher EducationTeaching and Learning, Volume 9en
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.titleMindful global citizenship through simulations in Higher Educationes
dc.subject.keywordSimulación y juegoes
dc.subject.keywordMetodologías activases
dc.subject.unesco58 Pedagogíaes
dc.subject.unesco57 Lingüísticaes

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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional