British Journal of Educational Technology,
Journal Year:
2022,
Volume and Issue:
54(2), P. 467 - 488
Published: July 20, 2022
Abstract
Video
is
a
widely
used
medium
in
teacher
training
for
situating
student
teachers
classroom
scenarios.
Although
the
emerging
technology
of
virtual
reality
(VR)
provides
similar,
and
arguably
more
powerful,
capabilities
immersing
lifelike
situations,
its
benefits
risks
relative
to
video
formats
have
received
little
attention
research
date.
The
current
study
randomized
pretest–posttest
experimental
design
examine
influence
video‐
versus
VR‐based
task
on
changing
situational
interest
self‐efficacy
management.
Results
from
49
revealed
that
VR
simulation
led
higher
increments
self‐reported
triggered
management,
but
also
invoked
extraneous
cognitive
load
than
viewing
task.
We
discussed
implications
these
results
pre‐service
education
environments
professional
purposes.
Practitioner
notes
What
already
known
about
this
topic
popular
given
ability
display
situations.
Virtual
immerses
users
situations
has
gained
popularity
recent
years.
Situational
management
vital
teachers'
development.
paper
adds
outperforms
promoting
Student
felt
efficacious
after
participating
VR.
video.
Implications
practice
and/or
policy
an
authentic
environment
needs
ensure
low
load.
Science Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 10, 2025
ABSTRACT
Addressing
student
conceptions
is
crucial
in
science
education.
Therefore,
teachers
should
be
able
to
notice
and
interpret
situations,
which
are
part
of
the
complex
classroom
interactions.
This
study
analyzes
skills
known
as
professional
vision
using
an
interpretivist
research
paradigm
a
sociocultural
perspective.
The
central
concern
this
article
describe
tacit
knowledge
about
teaching
learning
that
frames
guides
preservice
in‐service
biology
teachers.
To
collect
data,
video
clip
was
used
stimulus
for
31
group
discussions
9
individual
interviews
with
total
115
showed
interactions
between
teacher
students,
specifically
addressing
evolution
classes.
From
40
available
cases,
subsample
15
contrasting
ones
in‐depth
interpretation
typification.
comparative
analyses
reveal
these
cases
share
common
feature:
carried
out
evaluative
mode,
participants
assessing
teacher's
actions
students'
outcomes.
In
their
evaluations,
four
reconstructed
types
expressed
type‐specific
learning.
For
example,
they
differ
conceptualizations
teaching,
form
basis
evaluation:
(1)
direct
transmission
scientific
norms,
(2)
establishing
facilitating
access
(3)
interaction
considers
learners'
point
view,
(4)
contingent
mediation
norms.
discussion,
results
related
theories
strategies
theory
develop
suggestions
education
development.
