Mixed-Reality Simulation to Support Practice Learning of Preservice Teachers

Bibliographic Data

ID22048232
AuthorsSarah Gravett (0000-0003-2248-140X, University of Johannesburg, corresponding author), Dean van der Merwe (0000-0001-6906-4457, University of Johannesburg), Sarita Ramsaroop (0000-0003-2437-4229, University of Johannesburg), Pamela Tshabalala (University of Johannesburg), P A Tshabalala (University of Johannesburg), Casey Bremner (University of Johannesburg), Pumzile Mello (University of Johannesburg), Pumzile Lydia Mello (0000-0002-8615-9009, University of Johannesburg)
Year2023
Volume13
Issue10
Pages1062
Publication date2023-10-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13101062
OpenAlexW4387877954
LanguageEN
Citations received3
References cited30

Before the COVID-19 pandemic, providing high-quality practice learning experiences for preservice teachers was already taxing due to the heavy reliance on school practicum, which is often besieged with challenges. Given these challenges, there is a growing urgency to explore alternative avenues for offering practice learning experiences to preservice teachers in addition to school practicum. With this backdrop, a qualitative study was conducted, employing observation and interviews as data collection methods to explore the potential of mixed-reality simulation (MRS) to strengthen the practice learning experiences of preservice teachers. The core teaching practice of questioning was chosen to explore the affordances of MRS for improving preservice teachers’ understanding of and proficiency in utilizing questioning. This study found that MRS provides a low-risk learning environment that preservice teachers perceive as authentic. For these reasons, this environment is conducive to improvement, and it enables deliberate practice, which is vital for nurturing metacognition and adaptive expertise. The findings also highlight the importance of coaching for maximizing MRS advantages. The absence of coaching will most likely limit the affordances of MRS as an approximation of teaching practice. While our findings are promising, the resource-intensive nature of MRS implementation means that scalability requires further investigation

Affordance · Coaching · Mathematics education · Pedagogy · Practicum · Professional development · Qualitative research · Sociology · Teacher education · Teaching method · Educational Games and Gamification · Innovative Teaching and Learning Methods · Psychology · Simulation-Based Education in Healthcare

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