Pre-service teachers’ perceptions on eliciting learners’ knowledge in a mixed-reality simulation environment
Reading & Writing
| Field | Value | |
| Title | Pre-service teachers’ perceptions on eliciting learners’ knowledge in a mixed-reality simulation environment | |
| Creator | Nel, Carisma Marais, Elma | |
| Description | 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. | |
| Publisher | AOSIS Publishing | |
| Date | 2023-08-31 | |
| Identifier | 10.4102/rw.v14i1.422 | |
| Source | Reading & Writing; Vol 14, No 1 (2023); 9 pages 2308-1422 2079-8245 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://rw.org.za/index.php/rw/article/view/422/882
https://rw.org.za/index.php/rw/article/view/422/883
https://rw.org.za/index.php/rw/article/view/422/884
https://rw.org.za/index.php/rw/article/view/422/885
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