Influence of Mixed-Reality Interventions on Preservice Teachers' Beliefs, Knowledge, and Practices of Teaching and Classroom Management

• In Event: Uses of Technology in Teacher Development and Support

Abstract

The mixed reality-based interventions have been used in teacher preparation to expand the
boundaries of traditional university work and address the persistent challenge of fragmentation of
theory-practice relationships in teacher preparation. However, whether and to what extent such interventions could shape preservice teachers' perceptions, knowledge, and teaching practices have not been systematically synthesized and reviewed. This review study contributes to the
overall understanding of the influences of mixed reality interventions on preservice teachers'
beliefs, knowledge, and practices of teaching and classroom management. It also identifies the
limitations and points out the further research relevant to this understanding in the field.

Authors

• Jian Wang, Texas Tech University

• Michael Otieno Okumu, Texas Tech University