Virtual Reality as Transformative Practice

• In Event: Enhancing Teacher Learning Through Video and Virtual Reality in Field Experiences

Abstract

Virtual reality as a method of simulating field experiences has increased in higher education to support pre-service teachers’ learning. This transformative practice is on-going as the pedagogies currently provided by available technology systems are limited. This study examines the efficacy of preparing pre-service teachers to enter classrooms in diverse settings by using a VR simulation co-constructed by practicing urban educators. Data collection includes pre-survey results from a cohort of early education students participating in this virtual reality simulation. The survey instrument measures self-efficacy, bias, technology attitudes, and behavior management strategies. Results of this survey will inform the VR simulation tasks teacher candidates complete to further the literature on the impact of VR as a transformative learning tool in teacher education.

Authors

• Tara Pepis, SUNY Geneseo

• Thea Yurkewecz, SUNY - College at Geneseo

• Terrasa Ulm, Becker College