Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education.
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| Title: | Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education. |
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| Authors: | Scarparolo, Gemma1 gemma.scarparolo@uwa.edu.au, Mayne, Fiona1 |
| Source: | Australasian Journal of Educational Technology. 2022, Vol. 38 Issue 5, p62-76. 15p. 3 Color Photographs, 3 Charts. |
| Subject Terms: | *Teacher education, *Kolb's Experiential Learning theory, *Student teachers, *Self-efficacy in teachers |
| Abstract: | Communicating effectively with parents and carers is an important skill for pre-service teachers to develop. However, they often graduate underprepared due to limited opportunities for parent interaction during their course. When engaging with parents, pre-service teachers must be able to confidently articulate their pedagogical choices, provide examples of what students will do and justify why these choices have been made. One solution lies in providing opportunities for pre-service teachers to practise parent-teacher conferencing using mixedreality simulation technology. In this study, differentiated instruction served as the context, and reflective practice, teacher self-efficacy theory and experiential learning theory were employed as the theoretical frameworks to build on an existing parent-teacher conferencing model developed by Dotger et al. (2008) to develop a new model for use with pre-service teachers. The model uses mixed-reality simulation technology and incorporates standardised parents and students, peer observation and opportunities for feedback and reflection. The model was developed and trialled with pre-service teachers in a core unit in an initial teacher education course at an Australian university. Results indicated that the pre-service teachers felt more prepared for parent-teacher conferencing after the technology-enhanced role-play experience. Implications for practice or policy: • Mixed-reality simulation technology can be a valuable tool for authentic role-play experiences for pre-service teachers when preparing for parent-teacher conferencing. • Simulation technologies can provide opportunities for pre-service teachers to practise aspects of teaching, such as parent-teacher conferencing, in a safe and low-stakes environment. • Simulation technologies can provide powerful opportunities for pre-service teachers to reflect and learn from peers through peer observation and reflection. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160855491 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scarparolo%2C+Gemma%22">Scarparolo, Gemma</searchLink><relatesTo>1</relatesTo><i> gemma.scarparolo@uwa.edu.au</i><br /><searchLink fieldCode="AR" term="%22Mayne%2C+Fiona%22">Mayne, Fiona</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2022, Vol. 38 Issue 5, p62-76. 15p. 3 Color Photographs, 3 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Kolb's+Experiential+Learning+theory%22">Kolb's Experiential Learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Communicating effectively with parents and carers is an important skill for pre-service teachers to develop. However, they often graduate underprepared due to limited opportunities for parent interaction during their course. When engaging with parents, pre-service teachers must be able to confidently articulate their pedagogical choices, provide examples of what students will do and justify why these choices have been made. One solution lies in providing opportunities for pre-service teachers to practise parent-teacher conferencing using mixedreality simulation technology. In this study, differentiated instruction served as the context, and reflective practice, teacher self-efficacy theory and experiential learning theory were employed as the theoretical frameworks to build on an existing parent-teacher conferencing model developed by Dotger et al. (2008) to develop a new model for use with pre-service teachers. The model uses mixed-reality simulation technology and incorporates standardised parents and students, peer observation and opportunities for feedback and reflection. The model was developed and trialled with pre-service teachers in a core unit in an initial teacher education course at an Australian university. Results indicated that the pre-service teachers felt more prepared for parent-teacher conferencing after the technology-enhanced role-play experience. Implications for practice or policy: • Mixed-reality simulation technology can be a valuable tool for authentic role-play experiences for pre-service teachers when preparing for parent-teacher conferencing. • Simulation technologies can provide opportunities for pre-service teachers to practise aspects of teaching, such as parent-teacher conferencing, in a safe and low-stakes environment. • Simulation technologies can provide powerful opportunities for pre-service teachers to reflect and learn from peers through peer observation and reflection. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) 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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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 62 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Kolb's Experiential Learning theory Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Self-efficacy in teachers Type: general Titles: – TitleFull: Mixed-reality simulations as a tool to enhance parent-teacher conferencing in initial teacher education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Scarparolo, Gemma – PersonEntity: Name: NameFull: Mayne, Fiona IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 38 – Type: issue Value: 5 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
| ResultId | 1 |
