M Laura Angelini
Biographic Data
| ID | 1539080 |
|---|---|
| NAME | M Laura Angelini |
| GIVEN NAMES | M Laura |
| FAMILY NAME | Angelini |
| SIGNATURE | ANGELINI M L |
| AFFILIATIONS | Valencia Catholic University Saint Vincent Martyr |
| ORCID | 0000-0001-5972-5039 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Unlearning to learn in simulation-based learning
Background The affective dimensions of unlearning represent a crucial yet underexamined area within simulation-based learning (SBL). In teacher education, simulations serve as emotionally charged arenas where uncertainty, discomfort, and ethical tension open spaces for critical reflection and growth. While affective and embodied aspects of learning are increasingly recognized as essential to deep professional transformation, their underlying mech…
Simulation and video feedback as catalysts linguistic skill development in psychology education
Introduction This study investigates the effectiveness of simulation combined with video-assisted feedback as a pedagogical approach to improve linguistic competence, metacognitive awareness, and professional communication skills in psychology students learning English. Methods A mixed-methods research design was employed involving 80 psychology students who participated in three iterative simulation cycles consisting of briefing sessions, record…
Predictive Factors for Difficulty in Simulation Methodology in Teacher Education
Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattere…
Integration of the Pedagogical Models "Simulation" and "Flipped Classroom" in Teacher Instruction
In a postgraduate course for teachers of English as a foreign language in secondary school, teacher trainees were introduced to simulations through the use of flipped learning and simulation design. The objective of the present fieldwork was to determine whether designing simulation scenarios based on literature which delves into human rights was effective in introducing teacher trainees to the use of simulations in secondary education. To achiev…
Análisis y estrategias en la aplicación de la evaluación formativa y compartida en magisterio
Este trabajo analiza la aplicación de la evaluación formativa y compartida en la formación del profesorado en Maestro especialista en lengua inglesa. Se realiza un repaso de los fundamentos teóricos que avalan esta modalidad de evaluación y se lleva a cabo un estudio cualitativo y cuantitativo con una población de futuros maestros de inglés correspondiente a tres cursos consecutivos. Se detalla el procedimiento para la obtención de los datos que …
Integration of the Pedagogical Models "Simulation" and "Flipped Classroom" in Teacher Instruction
In a postgraduate course for teachers of English as a foreign language in secondary school, teacher trainees were introduced to simulations through the use of flipped learning and simulation design. The objective of the present fieldwork was to determine whether designing simulation scenarios based on literature which delves into human rights was effective in introducing teacher trainees to the use of simulations in secondary education. To achiev…
Análisis y estrategias en la aplicación de la evaluación formativa y compartida en magisterio
Este trabajo analiza la aplicación de la evaluación formativa y compartida en la formación del profesorado en Maestro especialista en lengua inglesa. Se realiza un repaso de los fundamentos teóricos que avalan esta modalidad de evaluación y se lleva a cabo un estudio cualitativo y cuantitativo con una población de futuros maestros de inglés correspondiente a tres cursos consecutivos. Se detalla el procedimiento para la obtención de los datos que …
Integration of the Pedagogical Models "Simulation" and "Flipped Classroom" in Teacher Instruction
In a postgraduate course for teachers of English as a foreign language in secondary school, teacher trainees were introduced to simulations through the use of flipped learning and simulation design. The objective of the present fieldwork was to determine whether designing simulation scenarios based on literature which delves into human rights was effective in introducing teacher trainees to the use of simulations in secondary education. To achiev…
Predictive Factors for Difficulty in Simulation Methodology in Teacher Education
Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattere…
Simulation and video feedback as catalysts linguistic skill development in psychology education
Introduction This study investigates the effectiveness of simulation combined with video-assisted feedback as a pedagogical approach to improve linguistic competence, metacognitive awareness, and professional communication skills in psychology students learning English. Methods A mixed-methods research design was employed involving 80 psychology students who participated in three iterative simulation cycles consisting of briefing sessions, record…
Unlearning to learn in simulation-based learning
Background The affective dimensions of unlearning represent a crucial yet underexamined area within simulation-based learning (SBL). In teacher education, simulations serve as emotionally charged arenas where uncertainty, discomfort, and ethical tension open spaces for critical reflection and growth. While affective and embodied aspects of learning are increasingly recognized as essential to deep professional transformation, their underlying mech…
Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Education and Critical Thinking Development (2 works) · Innovative Teaching Methodologies in Social Sciences (2 works) · Innovative Teaching Methods (2 works) · Perception (2 works) · Philosophy (2 works) · Qualitative research (2 works) · Applied Psychology (1 work)