A barrier to teacher retainment is the lack of professional preparedness. Limitations with live, hands-on teacher training can contribute to inadequate preparedness, particularly in home-school collaboration. This pilot feasibility study explored using virtual reality simulation (VRS) technology with ninety-seven pre-service teachers in Norway, embedded within a flipped learning design session. Results from the qualitative post session interviews describe how the VRS training supported pre-service teachers in feeling better prepared with conducting parent-teacher consultations. This is supported by quantitative self-efficacy assessments. Thus, using VRS for supporting niche areas such as parent-teacher consultations can support better preparedness for teachers if it cannot be experienced first-hand.
Birincil Dil | İngilizce |
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Konular | Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi |
Bölüm | Araştırma Makalesi |
Yazarlar | |
Yayımlanma Tarihi | 30 Nisan 2024 |
Gönderilme Tarihi | 22 Şubat 2024 |
Kabul Tarihi | 24 Nisan 2024 |
Yayımlandığı Sayı | Yıl 2024 Cilt: 13 Sayı: 1 |