A mixed reality simulation offers strategic practice for pre-service teachers

Abstract

Teacher education programs increasingly use simulations as a teaching method for pre-service teachers. Simulations provide opportunities for authentic practice in a controlled environment with reduced risk of harm. This instrumental case study examines the experiences of 13 pre-service teachers who participated in a session with the mixed reality simulation Mursion®, which emerged from TLE TeachLivE™, while enrolled in at least one teacher education course with a field experience. The researchers analyzed interview data with a variety of coding techniques and then drew assertions from codes and derivative themes. From data analysis, four themes emerged: opportunity for authentic practice, perceived transfer of learning, perceived confidence, and challenges of using the mixed reality simulation. The researchers drew the following conclusions from these themes. Participants considered the mixed reality simulation a more authentic form of practice than what their observations during field experiences afforded. Participants perceived transfer of learning from observations of peers during sessions with the mixed reality simulation to performance during their own sessions. Some participants perceived increased confidence in applying skills practiced during the simulation to work with live students and parents. Using the mixed reality simulation posed challenges including suspension of disbelief, meeting candidates' needs, and the presence of a peer audience. This study has implications for future use of mixed reality simulations for teacher preparation.