Å forberede seg på hjem–skole-samarbeid: Lærerstudenters bruk av virtual reality-teknologi i et Vygotsky-perspektiv

Abstract

The chapter explores the pedagogical underpinning of a virtual reality (VR) simulation, using Vygotsky’s socio-cultural theory of learning. In the VR simulation, pre-service teachers were placed in a work-related situation, participating in a virtual developmental conversation between a student and her father. The chapter finds that Vygotsky’s concepts of social interaction and imitation are helpful when reflecting on VR simulation as a teaching method in teacher education. Understood through Vygotsky’s theoretical lens, VR simulation encourages collaborative interaction and reflection, providing an alternative to traditional teaching methods in teacher education.