Abstract
ABSTRACT The purpose of this multiple case study was to gain insight into the self-efficacy beliefs of pre-service teachers participating in a teacher education curriculum that used mixed reality simulation experiences. Qualitative data were collected from a purposeful sampling of 49 student participants (n = 49), as well as 5 professional participants (n = 5). Semi structured interviews were conducted in addition to observations of the mixed reality simulation experiences. Data were explored using inductive coding and directed content analysis via codes informed by the literature. Student participants engaged in simulations and feedback sessions that enhanced self-efficacy through enactive learning, vicarious learning, as well as opportunities to give and receive feedback, and by learning to manage one’s emotions. Implications and recommendations are provided.
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