Educating for the Future: A Structured Course to Train Teachers for the 21st Century

Weissblueth, Eyal; Nissim, Yonit; Amar, Shimon

doi:10.4236/ce.2014.511103

Cited by 4 publications

(3 citation statements)

References 6 publications

(5 reference statements)

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“…room turns learning and teaching more rich, innovative, and relevant. The literature is rich with descriptions of the successes of student teachers whose own teachers integrated educational themes corresponding to new subject matters relating to their academic disciplines, including that of VR, into their academic disciplines (Jestice & Kahai, 2010;Nissim & Weissblueth, 2017;Nissim, Weissblueth, Scott-Webber, & Amar, 2016;Weissblueth et al, 2014).…”

Section: Employing Information and Communication Technologies (Ict) Imentioning

confidence: 99%

The Contribution of Virtual Reality to Social and Emotional Learning in Pre-Service Teachers

Weissblueth¹,

Nissim²

2018

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This research focused on pre-service teachers' experiences in a virtual reality (VR) teaching unit that was included in a special course, "Educating for the Future," designed to enhance skills needed in the twenty-first century. The study examined how the trainees' experiences of working with VR affected their social and emotional learning. The research population included 176 students in their second year of a four-year training course to become teachers in the K-12 educational system. The research questions were whether teaching approaches employing VR have an impact on student teachers' social and emotional learning (SEL); and, if so, how collaboration in VR classroom activities and projects fosters learners' SEL. The study's main findings demonstrated that VR learning environments helped student teachers increase their social and emotional involvement in their learning and enabled them to become more innovative and creative as they harnessed the powers of VR. VR challenges learners with active teaching and learning and transforms student teachers into active participants who create and innovate.

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Section: Employing Information and Communication Technologies (Ict) Imentioning

confidence: 99%

The Contribution of Virtual Reality to Social and Emotional Learning in Pre-Service Teachers

Weissblueth¹,

Nissim²

2018

Self Cite

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“…The literature is rich with descriptions of the successes of student teachers whose teachers constructed their lessons with educational themes that were congruent with the new subject matter related to their academic disciplines (Nissim, Weissblueth, Scott-Webber, & Amar, 2016;Weissblueth, Nissim, & Amar, 2014). Among educational themes lies VR.…”

Section: In Generalmentioning

confidence: 99%

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

Nissim¹,

Weissblueth²

2017

IES

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The current study sought to explore the experiences of pre-service student teachers in a teaching unit in VR within a special course framework which was intended to enhance student-teacher's 21 st century skills and growth processes. In particular, how their experiences working with VR affected their self-efficacy. The research population comprised of 176 students studying in their second of a four years training course to become teachers in the K-12 educational system. The main research question was: Do teaching approaches employing VR effect student teachers' self-efficacy, interests, and creativity? If so, what are these effects? How does collaboration in VR classroom foster learners' social integration? The main findings of this study showed that using VR learning environments with student teachers helped them increase their self-efficacy and allowed them to be more innovative and creative. VR challenges learners with active teaching and learning, making student teachers active participants who create and innovate.

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“…An important goal of these theories and research studies was the ability to be effective in situations where student motivation is not optimal. Indeed, there have recently been several experiments and significant successes in implementing programs to encourage and promote student motivation in school (Weissblueth, Nissim, & Amar, 2014;Assor, Alfi, Kaplan, Katz, & Roth, 2000;Maehr & Midgley, 1996). The findings presented above are most significant for the training of future teachers.…”

Section: Motivation To Attend Classmentioning

confidence: 99%

The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

Nissim¹,

Weissblueth²,

Scott-Webber

et al. 2016

JEL

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We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers' motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre-and post-occupation of the new classes. Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills. Therefore, learning environment plays an important role in preparing pre-service teachers.

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Educating for the Future: A Structured Course to Train Teachers for the 21st Century

Cited by 4 publications

References 6 publications

The Contribution of Virtual Reality to Social and Emotional Learning in Pre-Service Teachers

The Contribution of Virtual Reality to Social and Emotional Learning in Pre-Service Teachers

Virtual Reality (VR) as a Source for Self-Efficacy in Teacher Training

The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

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