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<p>The aim of this article is to investigate teaching technology and design in education by exploring the discipline-specific simulator-based teaching practices of the maritime instructors at Norwegian MET institutions in light of a signature pedagogies perspective. The study is based on empirical material from a survey targeting instructors (n = 45) using simulator-based teaching methods at maritime higher educational institutions in Norway including tertiary vocational schools and bachelor education at university or university colleges. The results demonstrate how simulation as a teaching method, and particularly advanced bridge simulators play a key role in maritime education. The discussion highlights how the instructors rely more on practical experiences than pedagogical or other research- based resources in their teaching. Hands-on training is given much emphasis, and that practical experience from the field is a main source of legitimate knowledge. The article concludes by indicating that Norwegian MET institutions hold a joint training culture that form a shared teaching practice that is built through interaction over time.</p>

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Signature pedagogies of Norwegian simulator-based nautical training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月2日

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  • Marte F. Giskeødegård,
  • Aud Marit Wahl

摘要

The aim of this article is to investigate teaching technology and design in education by exploring the discipline-specific simulator-based teaching practices of the maritime instructors at Norwegian MET institutions in light of a signature pedagogies perspective. The study is based on empirical material from a survey targeting instructors (n = 45) using simulator-based teaching methods at maritime higher educational institutions in Norway including tertiary vocational schools and bachelor education at university or university colleges. The results demonstrate how simulation as a teaching method, and particularly advanced bridge simulators play a key role in maritime education. The discussion highlights how the instructors rely more on practical experiences than pedagogical or other research- based resources in their teaching. Hands-on training is given much emphasis, and that practical experience from the field is a main source of legitimate knowledge. The article concludes by indicating that Norwegian MET institutions hold a joint training culture that form a shared teaching practice that is built through interaction over time.