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

Abstract

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.

Social and emotional learning (SEL): How does it develop and contribute to pre-service English teachers’ identity?

“…In relation to technology literacy, PST should have innovation to survive in any situation of school placement, particularly in emergency remote teaching period. This is in line with Weissblueth and Nissim (2018) who found that technology in the form of Virtual Reality (VR) learning environments assisted student teachers in increasing their social and emotional participation in their learning, as well as enabling them to become more imaginative and creative as they exploited the possibilities of VR. VR engages students in active teaching and learning, transforming them into active participants who create and invent.…”

“…It necessitates the capacity to examine ethical standards, safety issues, correct behavioral norms for dangerous activities, the health and well-being of oneself and others, and to make realistic assessments of the repercussions of various acts. Some teacher-preparation programs are constantly improving the ways they address SEL components, recognizing that their pre-service teachers' social and emotional well-being is critical to their success during the program and subsequent years in the classroom (Schonert-Reichl, 2019;Sugishita, 2019;Weissblueth & Nissim, 2018;Oberle & Schonert-Reichl, 2017); Schonert-Reichl, et al 2017). Preservice teachers are more likely to incorporate SEL into their learning and teaching after graduation when preservice programs integrate SEL content into the current curriculum rather than developing standalone courses, according to the research (SchonertReichl, 2019; Reflective thinking, study of unconscious biases, and development of cultural consciousness are all part of some teacher preparation programs' emphasis on developing preservice teachers' self-awareness (Endo, 2015;Shavit, & Moshe, 2019;Whitford & Emerson, 2019).…”

Bibliometría de la producción científica sobre Inteligencia emocional docente en entornos de aprendizaje

“…Una de las razones por las que los docentes deben tener ciertas habilidades emocionales es que existe un aspecto altruista distintivo y un propósito educativo claro. Para que los estudiantes aprendan y desarrollen las habilidades emocionales y afectivas involucradas en el uso inteligente de las emociones, necesitan un educador emocional (Weissblueth y Nissim, 2018).…”