Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation

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7 Citaten (Scopus)
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Many novice teachers have difficulties with selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual-Reality environment seems promising in developing classroom management skills (CMS) and promoting teacher resilience; however, students’ and educators’ perceptions towards this technology influence its potential. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipmentrelated issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, preservice teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient
Originele taal-2English
TitelProceedings of the 6th International Conference on Higher Education Advances (HEAd’20).
RedacteurenJosep Domenech, Paloma Merello, Elena de la Poza, Raúl Peña-Ortiz
UitgeverijUniversitat Politècnica de València
Pagina's325-332
Aantal pagina's7
ISBN van elektronische versie978-84-9048-811-9
DOI's
StatusPublished - 3-jun.-2020

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ISSN van elektronische versie2603-5871

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