Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers post the COVID-19 pandemic

Abstract

During the COVID-19 pandemic, teacher preparation programmes faced significant challenges as many universities transitioned to fully online or hybrid instructional models. These sudden shifts drastically decreased the opportunities for teaching in classrooms, which is now a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Thus, in mathematics education, visualisations are still used whenever possible to support teaching, inspire students and feed their need to see abstract mathematical facts. The present study examined the factors that impede the use of Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers during the COVID-19 pandemic, and how CVEs can be effectively integrated post-COVID-19 pandemic. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one Head of Department. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs during the COVID-19 pandemic was hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality, and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes after the COVID-19 pandemic, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.