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Preservice teachers’ confidence and preferred teaching strategies using TeachLivE™ Virtual Learning Environment: A two-step cluster analysis
Journal article   Open access   Peer reviewed

Preservice teachers’ confidence and preferred teaching strategies using TeachLivE™ Virtual Learning Environment: A two-step cluster analysis

S. Ledger, Z. Ersozlu and J. Fischetti
Eurasia Journal of Mathematics, Science and Technology Education, Vol.15(3), em1674
2019
DOI: https://doi.org/10.29333/ejmste/102621
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Abstract

TeachLivETM, a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivETM within the Australian context, captures preservice teachers’ (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred ‘Questioning’ and ‘Direct Instruction’ methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

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