Sammendrag
Outside the major cities, Norway is characterized by sparsely population and long distances to
commercial and public services. Mobility is therefore an important factor in the integration process
for immigrants. As part of the integration policy, driving a car and being able to get around in the
community, is of importance. However, immigrated men from Middle East and Africa are
overrepresented in the road accident statistics. In order to prevent this, learning the Norwegian way
of driving is important. In cooperation with the adult learning for immigrants office, Nord University
organized a project where final-year driving teacher students provided virtual simulated learning for
immigrants considered at risk. In this article, we explore what this form of simulated training provide
to the participants of the project.
Method: Due to the explorative nature of this topic, qualitative approach was chosen and five
individual interviews with driver instructor students were conducted. Additional five interviews are
planned conducted in February. Thematic analysis is used for analysis.
Preliminary results: The main preliminary category is “The simulator could increase safety training”.
The preliminary sub-categories were: “integrating theory and praxis”, “pedagogy like in a car”,
“learning specific terminology”, “self-insight and risk perception”. The findings indicate that the
simulator seem to be well-suited for integrating theory and praxis of learning context specific skills in
a safe environment.
The preliminary conclusion is that the use of a simulator in migration driver training could be used to
increase safety during driver training and give the migration learner driver an in-depth understanding
of how to drive safely in a Norwegian context. This should be further investigated using prospective
designs.
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