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RESEARCH PAPER
Preservice Teachers’ Confidence and Preferred Teaching Strategies using TeachLivE ™ Virtual Learning Environment: A Two-Step Cluster Analysis
1
School of Education, Murdoch University, AUSTRALIA
2
Faculty of Arts and Education, Deakin University, AUSTRALIA
3
School of Education, The University of Newcastle, AUSTRALIA
Online publication date: 2019-01-06
Publication date: 2019-01-06
EURASIA J. Math., Sci Tech. Ed 2019;15(3):em1674
KEYWORDS
TOPICS
Teacher Training/EducationProfessional DevelopmentTeaching/Learning StrategiesEducational TechnologyHuman Computer InteractionsTechnology Education
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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