Preparing Pre-Service Teachers to Teach Reading Strategies within a Mixed Reality Simulation Environment
Saved in:
| Title: | Preparing Pre-Service Teachers to Teach Reading Strategies within a Mixed Reality Simulation Environment |
|---|---|
| Language: | English |
| Authors: | Carisma Nel (ORCID |
| Source: | Language Teaching Research Quarterly. 2024 41:21-36. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Computer Simulation, Reading Instruction, Reading Strategies, Educational Technology, Direct Instruction, Foreign Countries, Mentors, Teacher Educators |
| Geographic Terms: | South Africa |
| ISSN: | 2667-6753 |
| Abstract: | As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher's role includes strategy instruction even if it achieves only partial success. Research has focused almost exclusively on how reading comprehension strategies, the focus of this study, can be taught to learners, but the preparedness of pre-service teachers to teach reading strategies has seldom been the focus within initial teacher education programs. The purpose of this study was to determine participants' perceptions of teaching within a mixed reality simulation environment with a specific focus on the explicit instruction of reading comprehension strategies. A case study approach was utilized, and ten second-year pre-service teachers enrolled for the Bachelor of Education (B.Ed) degree as well as one mentor teacher and one teacher educator were purposefully selected to participate in the study. The results indicated that the themes corresponded with the activities during the different stages of a mixed reality simulation action review cycle and included show and tell, collaborative brainstorming, deconstruction of the core teaching practice, anxiety and disbelief, pause and redo, coaching and feedback and focused reflection. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441450 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1441450 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1441450 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Preparing Pre-Service Teachers to Teach Reading Strategies within a Mixed Reality Simulation Environment – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Carisma+Nel%22">Carisma Nel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2330-7350">0000-0002-2330-7350</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2024 41:21-36. – Name: Avail Label: Availability Group: Avail Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2667-6753 – Name: Abstract Label: Abstract Group: Ab Data: As a language teacher, teacher educator and researcher, to me the name Rebecca Oxford has always been synonymous with language learning strategies across the world and specifically the theme of its teachability. Rebecca has always stated that the language teacher's role includes strategy instruction even if it achieves only partial success. Research has focused almost exclusively on how reading comprehension strategies, the focus of this study, can be taught to learners, but the preparedness of pre-service teachers to teach reading strategies has seldom been the focus within initial teacher education programs. The purpose of this study was to determine participants' perceptions of teaching within a mixed reality simulation environment with a specific focus on the explicit instruction of reading comprehension strategies. A case study approach was utilized, and ten second-year pre-service teachers enrolled for the Bachelor of Education (B.Ed) degree as well as one mentor teacher and one teacher educator were purposefully selected to participate in the study. The results indicated that the themes corresponded with the activities during the different stages of a mixed reality simulation action review cycle and included show and tell, collaborative brainstorming, deconstruction of the core teaching practice, anxiety and disbelief, pause and redo, coaching and feedback and focused reflection. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1441450 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1441450 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 21 Subjects: – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Computer Simulation Type: general – SubjectFull: Reading Instruction Type: general – SubjectFull: Reading Strategies Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Direct Instruction Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Mentors Type: general – SubjectFull: Teacher Educators Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: Preparing Pre-Service Teachers to Teach Reading Strategies within a Mixed Reality Simulation Environment Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Carisma Nel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2667-6753 Numbering: – Type: volume Value: 41 Titles: – TitleFull: Language Teaching Research Quarterly Type: main |
| ResultId | 1 |
