David Nichol
Biographic Data
| ID | 6509324 |
|---|---|
| NAME | David Nichol |
| GIVEN NAMES | David |
| FAMILY NAME | Nichol |
| SIGNATURE | NICHOL D |
| AFFILIATIONS | Northumbria University |
| ORCID | 0000-0003-4020-7762 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Rehearsing Legitimacy
This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of resea…
Stepping Stones
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development …
Back to basics
International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simula…
Buddhism and Psychoanalysis
No prominent works on this page.
Buddhism and Psychoanalysis
Stepping Stones
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development …
Back to basics
International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simula…
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Rehearsing Legitimacy
This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of resea…
Psychology (3 works) · Simulation-Based Education in Healthcare (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Multimedia (2 works) · Preparedness (2 works) · Professional development (2 works) · Accounting Education and Careers (1 work) · Ambiguity (1 work) · Buddhism (1 work)