Analyzing the Impact on Teacher Preparedness as a Result of Using Mursion as a Risk-free Microteaching Experience for Pre-service Teachers

Abstract

Risk-free micro-teaching affords an opportunity for pre-service teachers (PTs) to practice teaching and student engagement techniques outside of a traditional classroom setting. More time to practice teaching is often an expressed desire of PTs. Orchestrating time to practice teaching techniques learned in pedagogy courses is a difficult undertaking for teacher educators, especially while trying to ensure low-risk or risk-free experiences. As explained through this study, the implementation of a Mursion simulation to offer risk-free micro-teaching experiences for PTs served as a valuable addition to an introductory teaching course. The Mursion experience enhanced PTs’ personal preparation for teaching as well as enhancing their professionalism and lesson quality.

Virtual reality platform for teacher training on classroom climate management: evaluating user acceptance

“…However, our results show that the user experience would have been better with more interactions. Consistent with other studies (Ferguson and Sutphin 2022;Huang and Lee 2022;Lugrin et al 2016;Mouw et al 2020), limitations in interacting with virtual learners was a constraint highlighted by most participants. In line with Engel and Coll (2022), this constraint prevents the learner from connecting with the information provided by the technology in order to make strategic decisions in relation to the goals of the learning task, and this may affect motivation.…”

“…A significant number of research has delved into the utilization of various VR simulations for pre-service teacher training, as evidenced by studies such as those conducted by Lugrin et al (2016), Mouw et al (2020), and Ferguson and Sutphin (2022). Their findings underscore the imperative need to enhance realism and presence in VR simulations.…”

“…In the systems reviewed for this study, we identified that the decision-making process during execution is constrained by the lack of interaction between participants and agents (e.g., Ferguson and Sutphin, 2022;Kugurakova et al 2023;Lugrin et al 2016;Mouw et al 2020) and the participant's performance is controlled by an external instructor, i.e., the teacher or researcher conducting the study (e.g., Dieker et al 2017;Huang et al 2016;Seufert et al 2022). Other studies have shown that effective feedback systems should reinforce aspects of training that could be gamified (Honey and Hilton 2011), such as performance measurement, acknowledgement, skill level, character level, progression, points and stats (Lugrin et al 2016;Toda et al 2019), especially for engagement, motivation and evaluation purposes.…”

Preservice Teachers’ Preparedness and its Influence on Microteaching

“…In addition, this study found that preparation among preservice teachers contributed to the effective teaching in teaching approach, teaching method, and teaching strategy. Hence, focusing on preparation is important as highlighted in the previous studies (Ferguson & Sutphin, 2022;Ima Isnaini, 2021).…”

“…With better preparation, preservice teachers perceive positively towards their teaching in terms of teaching approach, teaching methods, and teaching strategies. Readiness from the basis of preparation was highly emphasized in previous studies (Ferguson & Sutphin, 2022). Effective preparation provides exceptional results in teaching, especially enhancing preservice skills such as communication, critical thinking and problem solving (Popovich & Katz, 2009).…”