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Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation.

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Title: Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation.
Authors: Spitzman, Emily1, Balconi, Alexandra1, Renaud, Gia1, Ingle, Jeanne1, Cayson, Andrea1
Source: Journal of the Scholarship of Teaching & Learning. Mar2022, Vol. 22 Issue 1, p172-176. 5p.
Subject Terms: *Classrooms, *Teacher education, *Student teachers, *Video games, Avatars (Virtual reality), Identity (Psychology)
Abstract: It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation (real-time interaction with avatars, similar to what one would find in a video game) in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Promising Practice for Building Community through Mixed-Reality Simulation in Teacher Preparation.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Scholarship+of+Teaching+%26+Learning%22">Journal of the Scholarship of Teaching & Learning</searchLink>. Mar2022, Vol. 22 Issue 1, p172-176. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Video+games%22">Video games</searchLink><br /><searchLink fieldCode="DE" term="%22Avatars+%28Virtual+reality%29%22">Avatars (Virtual reality)</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink>
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  Data: It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation (real-time interaction with avatars, similar to what one would find in a video game) in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14434/josotl.v22i1.31187
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      – Code: eng
        Text: English
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        PageCount: 5
        StartPage: 172
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      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Video games
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      – SubjectFull: Avatars (Virtual reality)
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      – SubjectFull: Identity (Psychology)
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            NameFull: Ingle, Jeanne
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              M: 03
              Text: Mar2022
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