Listen and learn: Research paper Presentations with similar research topics are each assigned to round tables where hour-long discussions take place. Roundtables are intended to be more collaborative discussions about research.
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Our research is based on the concept of practice-based teacher education (PBTE). There is currently a teacher shortage crisis, and some have suggested that a renewed focus on practice-based teacher education (PBTE) would more adequately prepare teachers for the new realities of the classroom, potentially increasing the retention rates of new teachers. Practice-based teacher education focuses candidates’ learning on rehearsals of increasingly complex teaching tasks and on teaching through direct experiences in the authentic classroom. Components of PBTE include a variety of scaffolded rehearsal opportunities throughout a teacher education program (TEP) during which preservice teachers practice core pedagogical skills with feedback. Increasingly, TEPs are having to rely on technologies like mixed reality simulations to provide high-quality scaffolded rehearsal opportunities.
Design:
Based on the nature of the research questions, this study was conducted using a mixed methods approach. The quantitative analysis of this study measured participating preservice teachers’ self-efficacy related to literacy through a validated survey given at the beginning and at the end of the semester. To help evaluate transfer of learning and preservice teacher perceptions, a qualitative analysis coded observational and open-ended survey data using counts, checklists, and thematic analysis.
Data Sources:
Self-Efficacy Survey
All participants were given a validated survey that measured self-efficacy related to literacy at the beginning and at the end of the semester. Students in the treatment group answered additional open-ended questions on the survey related to the intervention. To analyze the numerical survey data, descriptive statistics were used. A series of t-tests was used to determine statistical significance between the treatment and control groups on all items on the self-efficacy survey. A follow-up analysis of covariance (ANCOVA) controlling for relevant variables, was also run. Because of the small sample size, non-parametric analyses will be done to confirm the preliminary results.
Teaching Videos
During the semester, all participants created and videoed a lesson that included eliciting and interpreting student thinking as part of their self-evaluation and clinical teaching experience. A purposeful sample of participants’ videos in both the treatment and control groups was chosen to evaluate using an observational framework based on the deconstruction of eliciting and interpreting student thinking presented during their courses. All video evaluators participated in training to ensure consistency of coding. During this training, the criteria were operationalized and examples were provided. Each video was evaluated by at least two of the investigators and interrater reliability was calculated. Any discrepancies in coding were resolved through analytical conversations among the investigators.
Procedure
All of the preservice teachers received explicit and systematic instruction during one course on eliciting and interpreting students’ thinking. To encourage consistency and to reduce the effects of confounding variables, instructors on all three campuses followed a scripted protocol and decomposition for introducing the high-leverage practice (https://library.teachingworks.org/curriculum-resources/materials/english-language-arts-eliciting-and-interpreting/downloads/ ).
Description of mixed-reality simulation treatment
The focus of this study is Mursion. Mursion is described as a “mixed-reality simulation which provides an environment consisting of both digital and physical components” (Dalinger et al., 2020, p.2). These simulations provide realistic scenarios with interactive avatars that allow preservice teachers to practice teaching and classroom management in a variety of pre-made scenarios, settings and contexts. Because all of the preservice teachers were seeking elementary certification, the researchers chose an upper elementary scenario that focused on eliciting and interpreting student thinking related to English Language Arts content. Each student in the treatment group taught for at least 20-30 minutes in the live, mixed reality classroom simulations, with the avatars. The preservice teachers practiced eliciting and interpreting student thinking in the context of teaching the first chapter of the novel, Bud Not Buddy. During these simulations, they also observed at least 80 minutes of their classmates’ simulation experiences. After teaching, the participants received immediate, constructive feedback from the instructor and from their peers. The control group did not participate in the mixed reality simulations; instead, they rehearsed through peer-simulations and role-playing in class.
Data analysis suggests that preservice teachers’ overall sense of self-efficacy was not significantly impacted by their participation in the MR simulations; however, several meaningful patterns emerged in the open-ended questions answered by students who participated in the MR simulations. Students’ experience with the simulations was overwhelmingly positive, with over 80% of participants rating their experience as a 10 on a scale from 1 to 10. Several themes emerged from their responses including reduced anxiety, increased confidence, realistic simulations, opportunities to reflect, helpful feedback, authentic practice, diverse experiences, and transfer of skills. One participant described her experience with the MR simulation by saying,
I feel like a majority of the simulations came back with me in my field experience…After the first one, I went into my field experience the next day, and I had all that feedback in the back of my mind and every so often, I would hear the voices of the people in my simulation giving me feedback to remember. In fact, I also got to try out new things that I experienced in the simulations and used them in my field experience that were not common practice for my field classroom. I never would have tried it with my own students first because I didn't think they could handle it, but getting to see it in the simulation and how students might react gave me the courage I needed to do it in reality as well (Participant, 2022).
Analyses of the sample video lessons are underway at this time and will be completed in the Fall 2023/Spring 2024 semesters. Researchers have already noted several patterns and qualitative differences among the video lessons.
This research provides insight into the impact of using mixed-reality classroom simulations with preservice teachers. The results can be used to inform teacher educators about ways in which mixed reality classroom simulations can be used to increase preservice teacher self-efficacy and increase the transfer of learning from the university classroom to the public school classroom, especially with high-leverage teaching practices. To address some of the problems or issues related to finding quality field experiences, the findings could contribute to the greater body of knowledge concerning the use of mixed reality classroom simulations as an alternative or in addition to authentic field experiences.
Selected references:
Dawson, M.R. & Lignugaris/Kraft, B. (2017). Meaningful practice: Generalizing foundation teaching skills from TLE TeachLivE to the classroom. Teacher Education and Special Education, 40(1), 26-50.
Dieker, L. A., Hynes, M. C., Hughes, C. E., Hardin, S., & Becht, K. (2015). TLE TeachLivETM: Using technology to provide quality professional development in rural schools. Rural Special Education Quarterly, 34(3), 11–16. https://doi.org/10.1016/j.compedu.2016.05.001.
Dotger, B. H. (2015). Core pedagogy: Individual uncertainty, shared practice, formative ethos. Journal of Teacher Education, 66(3), 215–226. https://doi.org/10.1177/0022487115570093.
Ferguson, S., & Sutphon, L. (2021). Analyzing the impact on teacher preparedness as a result of using Mursion as a risk-free microteaching experience for pre-service teachers. Journal of Educational Technology Systems, 50(4), 432-447. https://doi.org/10.1177/00472395211067731
Forzani, F. M. (2014). Understanding “core practices” and practice-based teacher education: Learning from the past. Journal of Teacher Education, 65, 357–368.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, reimagining teacher education. Teachers and Teaching, 15, 273–289.
Jenset, I. S., Klette, K., & Hammerness, K. (2018). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184-197.
Peercy, M.M., & Troyan, F.J. (2016). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61(1), 26-36.
Pomerantz, F., & Condie, C. (2017). Building bridges from pre-service experiences to elementary classroom literacy teaching: Challenges and opportunities. Teaching and Teacher Education, 64(1), 211-221.
Ward, P., Chen, Y. J., Higginson, K., & Xie, X. (2018). Teaching rehearsals and repeated teaching: Practice-based physical education teacher education pedagogies. Journal of Physical Education, Recreation and Dance, 89(6), 20–25.
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