The Future of Education

Bridging theory and practice, scenario-based exercises with figurants is a common learning tool in vocational training (Gonczi, 2013; Dieckmann 2009; Diamond et al., 2011). However, to deliver the desired outcome, several pedagogical challenges must be met. While previous research often focuses on the exercises’ design, level of realism and complexity (Gonzci, 2013), there is a lack of knowledge regarding the figurants’ role in the context (Jonsson & Lif, 2021; Fragnière et al., 2019). The study’s purpose is to develop this knowledge by mapping how figurants are used and what significance and challenges they bring. Theoretically, we derive from a development of Aristoteles’ principles of knowledge in terms of episteme, techne and phronesis (Thomassen, 2007) and lean on Dreyfus’ and Dreyfus’ (1986) to explain how these exercises help students develop professional praxis. Methods used are participatory observation and interviews with students, teachers and figurants regarding experiences of scenario-based exercises in Swedish police education. The empirical material identifies three types of figurants generating specific benefits and challenges; as well as difficulties in matching; unclear expectations and insufficient feedback. Several learning objectives relate to scenario-based exercises with figurants. However, a strategic selection and use of figurants, adequate preparations and understanding of their role are imperative in reaching the desired outcome.

Keywords Figurants, scenario-based exercises, vocational training 

References
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