Abstract
TeachLivETM, a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivETM within the Australian context, captures preservice teachers’ (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred ‘Questioning’ and ‘Direct Instruction’ methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.
Highlights
The use of simulations is relatively new to the preparation of teachers (Dieker, Lignugaris-Kraft, Hynes, & Hughes, 2016; Kaufman & Ireland, 2016)
We found that the teaching quality scale yielded an appropriate level of reliability and validity to measure the quality of TeachLivETM lessons
100% of the preservice teachers had middle level of teaching confidence. In this mixed-method study, we used a range of quantitative tools and qualitative processes to examine preservice teachers preferred teaching strategies and teaching confidences associated with their teaching quality during TeachLivETM simulation classroom teaching experience
Summary
The use of simulations is relatively new to the preparation of teachers (Dieker, Lignugaris-Kraft, Hynes, & Hughes, 2016; Kaufman & Ireland, 2016). The first wave of virtual reality within teacher education in Australia was SecondLifeTM, a 3D simulation recently adopted. Studies on the use of Second-Life in initial teacher education programs (Gregory, 2011; Masters & Gregory, 2011) highlight the opportunities and possibilities of technology for preparing preservice teachers. The focus of this study is the generation of mixed reality learning environments TeachLivE TM. The TLE TeachlivETM (Teaching and Learning in a Virtual Environment) is a mixed reality simulation which uses human and artificial intelligence blended innovative environment and puppeteering approach which is controlled by a specialist interactor (TLE TeachLivE, 2017). TeachLivETM was developed at University of Central Florida to prepare teachers with a range of required skills for being a teacher such as instructional abilities, classroom management, family engagement etc. (Dieker, Rodriguez, Lignugaris- Kraft, Hynes, & Hughes, 2014)
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