Understanding Preservice Teachers' Self-Efficacy Through Mixed-Reality Simulation

• In Event: Virtual and Augmented Reality Applications in Education

Abstract

This study examined the impact of a mixed reality simulation on preservice teachers’ self-efficacy. A total of 170 preservice teachers participated in a mixed reality simulation and answered open-ended reflective questions after the simulation. Qualitative content analysis was used to analyze the preservice teachers’ reflection. The results in this study found that preservice teachers reported the following areas: subject mastery, emotional and physiological state, vicarious experience, and social persuasion, which are components for teacher self-efficacy. This study suggests that implementing a mixed reality simulation is effective in identifying teacher self-efficacy among preservice teachers, which can help teacher preparation program prepare prospective educators for the teaching profession.

Authors

• Hitomi Kambara, The University of Texas - Rio Grande Valley

• Stephanie Renee Anckle, University of Nevada - Las Vegas