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

Abstract

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.

Virtual Reality in Science Education: a Descriptive Review

“…In this review, the context of Teacher training constituted only the focus of one study, which orientated towards the pedagogical competencies of pre- service teachers in multiple branches. One of the promises of VR in the training of teachers argued to be related to its' potential of facilitating pre-service teachers' self-efficacy beliefs (Durukan, 2018;Nissim & Weissblueth, 2017) and contributing to pre-service teachers' pedagogical competencies in terms of providing authentic teaching experiences (Durukan, Temur, & Artun, 2018). Concerning these, the context of pre-service science teachers' training needs more emphasis in the research on VR-assisted science education.…”

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

“…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).…”

Realidad Virtual en procesos de aprendizaje en estudiantes universitarios: motivación e interés para despertar vocaciones científicas

“…De acuerdo a la revisión de la literatura consultada se encuentra que el área de la Medicina es la que mejor ha obtenido ventajas del uso de la RV, donde los docentes demuestran estar ampliamente familiarizados con el uso de estas tecnologías con fines de enseñanza (especialmente con simuladores en RV). No obstante, se pone de manifiesto que es en esta área donde, debido al cambio constante de contenidos por su evolución sistemática, sigue presente la necesidad de formar profesores de manera constante, especialmente docentes más jóvenes ya que los más adultos tienden a mostrar dificultades en el manejo de simuladores (Nissim y Weissblueth, 2017;Coro Montanet, Gómez Sánchez y Suárez García, 2017). Por otra parte, en el caso de los profesores jóvenes pudieron experimentar que la RV proporciona experiencias de aprendizaje únicas que fomentan el descubrimiento, la resolución de problemas, pero, existe una brecha entre las experiencias de aprendizaje y las prácticas para la enseñanza (Bahng y Lee, 2017).…”