When technology meets educational sciences:Combining virtual reality and microteaching to train pre-service teachers’ kindergarten classroom management strategies

In our study, we asked 19 pre-service teachers (PSTs) about their experiences with and perceptions of a microteaching-supported virtual reality (VR) kindergarten classroom where they practiced and experimented with different classroom management strategies (CMS). We analyzed quantitative and qualitative responses to gain insight into the perceived usefulness of this learning environment for CMS development and transfer to internship practices. The quantitative results show that practicing in the VR classroom supported mastery of CMS and helped PSTs to manage behaviors at their internships. The qualitative data suggest that the microteaching approach can support transfer of CMS practiced in the VR-kindergarten classroom to in-situ classroom management situations, possibly because of the opportunity to collaboratively engage in reflexive practices. Moreover, PSTs raised valuable suggestions to further improve the microteaching structure to strengthen the effect of peer feedback. The results of this study underline the importance of purposefully grounding VR applications in proven instructional theories

Teaching in times of COVID-19:A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being

The COVID-19 pandemic drastically changed the working life of teachers when schools all over the world went into lockdown. As teaching already is known to be a demanding profession, we aimed to study how teachers dealt with teaching during lockdown, and what kind of job demands and resources were relevant for different teachers. We conducted a cross-sectional mixed method study (questionnaire and interview) amongst 307 Dutch teachers (86% female). Cluster analyses revealed three types of teachers: ‘relaxed’, ‘worried and stressed’, and ‘happy work-a-holic’ teachers. Pro-active, supportive supervisors and connectedness with colleagues proved to be crucial job resources during the lockdown

Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching:an exploratory analysis of influencing factors

In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers’ well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods

Quality of group interaction, ethnic group composition, and individual mathematical learning gains

High-quality helping behavior is essential for effective peer interaction and learning. This study focused on ethnic group composition and the quality of group interaction as predictors of individual mathematics performance. Video-observations of 92 fifth-grade students working in groups balanced on mathematics performance level were analyzed. We expected a difference in the quality of interaction and test scores of native and non-native students. Multilevel analysis identified process regulation and giving answers as positive predictors of mathematics performance, whereas giving or applying explanations contributed negatively. Non-native students generally had lower achievement scores than native students. Non-native students working in ethnically heterogeneous groups performed better than did students working in homogenous groups. Homogeneous groups used more high-quality helping behaviors and engaged more often in task-oriented behavior. Heterogeneous groups engaged more often in low-quality helping behaviors. Working with native students may have been conducive to non-native students’ understanding of word problems in realistic mathematics education

Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation

[EN] Many novice teachers have difficulties in selecting and applying effective classroom management strategies to prevent or diminish disruptive behaviors. Negative experiences with classroom management largely determine teacher wellbeing and early attrition. Therefore, more in-training opportunities are needed to prepare prospective teachers to manage complex classroom practices effectively. A Virtual Reality-environment seems promising in developing classroom management skills and promoting teacher resilience; however, its potential is influenced by students’ perceptions towards this technology. This study describes four pre-service teachers’ and six school-based teacher educators’ experiences with and perceptions towards the use of a Virtual Reality learning environment to train classroom management skills and promote teacher resilience. Responses of semi-structured interviews reflect five themes: software- and equipment-related issues; feedback cues; realism and authenticity; instructor proficiency; and added value for teacher training. Results show that, for most themes, pre-service teachers and school-based teacher educators raised similar remarks and/or suggestions for improvement; however, they differed in their perceptions towards the added value of Virtual Reality to teacher training curricula. Our study highlights teachers’ needs for highly authentic and realistic simulations aligned with real-life classrooms and presents recommendations to augment the immersive experience needed for teachers to develop effective CMS and become more resilient.Mouw, J.; Fokkens-Bruinsma, M.; Verheij, G. (2020). Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):325-332. https://doi.org/10.4995/HEAd20.2020.11049OCS32533230-05-202