Pre-Service Teachers' Perceptions on Eliciting Learners' Knowledge in a Mixed-Reality Simulation Environment
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| Title: | Pre-Service Teachers' Perceptions on Eliciting Learners' Knowledge in a Mixed-Reality Simulation Environment |
|---|---|
| Language: | English |
| Authors: | Carisma Nel (ORCID |
| Source: | Reading & Writing: Journal of the Literacy Association of South Africa. 2023 14(1). |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Computer Simulation, Reading Skills, Reading Instruction, Interaction, Prior Learning, Knowledge Level, Teacher Education Programs, Simulation, Technology Uses in Education, Educational Technology, Foreign Countries, Teaching Methods, Student Attitudes, Teaching Experience |
| Geographic Terms: | Africa |
| ISSN: | 2079-8245 2308-1422 |
| Abstract: | Background: Concerns have been raised about the inconsistency and quality of pre-service teacher preparation, especially in reading literacy. Mixed-reality simulations can potentially revolutionise initial teacher education by offering realistic, risk-free practice opportunities to master reading practices. Objectives: This study explores pre-service teachers' perceptions of: (1) interacting with avatars; (2) teaching core reading skills, particularly eliciting background information on informational text; and (3) using an action review cycle within a mixed-reality simulation environment. Method: A qualitative exploratory case study design was used in this study in order to document pre-service teachers' perceptions of engaging within a mixed-reality simulation environment. A purposive sampling strategy was used to select participants for this study. Data were analysed using thematic analysis. Results: Findings reveal that pre-service teachers valued interacting with the avatars and appreciated the unique focus on eliciting learners' background knowledge, a core reading practice. They typically teach full lessons with limited genuine engagement during microteaching opportunities, making this an interesting experience. They highlighted the mixed-reality simulation's features, such as pausing, redoing, and receiving immediate feedback. The simulator allowed them to concentrate on skill mastery rather than staging lessons for grades. Conclusion: This study concludes that pre-service teachers' skill development benefits from deliberate practice opportunities designed to enhance complex skills. Mixed-reality simulations could reshape how student teachers are prepared for reading instruction. Contributions: This research contributes to the understanding of pre-service teachers' perspectives on teaching core reading practices in a mixed-reality simulation environment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1409749 |
| Database: | ERIC |
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