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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 scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master's degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants' perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings: Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions: Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy. [ABSTRACT FROM AUTHOR]

Objective: The present study seeks to extend previous bibliometric studies on eating disorders (EDs) by including a time-dependent analysis of the growth and evolution of multi-author collaborations and their correlation with ED publication trends from 1980 to 2014 (35 years). Methods: Using standardized practices, we searched Web of Science (WoS) Core Collection (WoSCC) (indexes: Science Citation Index-Expanded [SCIE], & Social Science Citation Index [SSCI]) and Scopus (areas: Health Sciences, Life Sciences, & Social Sciences and Humanities) to identify a large sample of articles related to EDs. We then submitted our sample of articles to bibliometric and graph theory analyses to identify co-authorship and social network patterns. Results: We present a large number of detailed findings, including a clear pattern of scientific growth measured as number of publications per five-year period or quinquennium (Q), a tremendous increase in the number of authors attracted by the ED subject, and a very high and steady growth in collaborative work. Conclusions: We inferred that the noted publication growth was likely driven by the noted increase in the number of new authors per Q. Social network analyses suggested that collaborations within ED follow patters of interaction that are similar to well established and recognized disciplines, as indicated by the presence of a “giant cluster”, high cluster density, and the replication of the “small world” phenomenon—the principle that we are all linked by short chains of acquaintances. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to analyze the disciplines and thematic study of scientific production in police training over the period 1988-2012. Design/methodology/approach -- Introduction and homogenization of keywords and assigning of descriptors to documents, thematic categorization of journals and, analysis of indicators of productivity and relationship of descriptors and thematic areas has been the used methodology. Findings -- Totally, 59 different descriptors of a total of 585 assigned to the 182 articles that were published in 95 journals belonging into 20 different subject areas have been identified. The most frequent descriptors are "skills," "management development" and "violence" and the main thematic areas have been "Criminology and Penology" and "Psychology". Totally, 47 relationships between 30 descriptors in more than two works, 35 relationships between 20 thematic areas and, 78 relationships between 43 descriptors and eight subject areas in more than two articles have been identified. Originality/value -- Characterize the disciplines and thematic of study of the articles and journals in the scientific production on police training, as well as to identify the relationships between descriptors, subject areas and among these. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify and analyze the production and global scientific collaboration of research in police training from 1987 until 2011. Design/methodology/approach – Selecting databases, design of search strategy, download of bibliographic records, treatment of the bibliographic information, bibliometric analysis, identification of research groups and collaborative networks of institutions and countries has been the used methodology. Findings – Of all 1,928 papers reviewed by experts, 155 articles were related directly with police training with an average of 2.59 signatures per work, with 66.45 percent of articles signed in coauthorship. It is noted that in recent years there has been an increase in signatures and works. Articles published are distributed in journals of heterogeneous character associated to police training such as criminology, psychology, psychiatry, health or education. A significant amount of research is captained from a university scope, sometimes in collaboration with police institutions. Collaboration between members of the same institution and between institutions in the same country are predominant. Originality/value – To characterize the scientific production of the journals, authors, institutions and countries in the area of police training, as well as to identify the collaboration networks of authors, institutions and countries within the area. [ABSTRACT FROM AUTHOR]

In the past few years, skills related to emotional intelligence (EI) have acquired special relevance in the educational domain. This study assesses EI in a sample of 155 students of 5 different specialities of a Master’s degree in Teacher Training for Secondary Education. Data collection was conducted through the administration of the Trait Meta Mood Scale-24 (TMMS-24) and the Mayer, Salovey & Caruso Emotional Intelligence Test (MSCEIT). Results show adequate levels of EI, especially in the strategic area, as well as some speciality-based differences among students. There is a need to develop specific training geared towards the development of emotional skills in the Master’s in Secondary Education capacitation programmes according to the trainee’s background. [ABSTRACT FROM PUBLISHER]