Preparing novice teachers for stressful classroom situations through somatic-cognitive experience in a responsive virtual reality simulation

KOŠATKA, David. Preparing novice teachers for stressful classroom situations through somatic-cognitive experience in a responsive virtual reality simulation. In ISATT 2023 - International Study Association on Teachers and Teaching. 2023.

Základní údaje

• Originální název: Preparing novice teachers for stressful classroom situations through somatic-cognitive experience in a responsive virtual reality simulation
• Název česky: Příprava začínajících učitelů na stresové situace ve školní třídě skrze somaticko-kognitivní zkušenost v responzivním prostředí virtuální reality
• Autoři: KOŠATKA, David.
• Vydání: ISATT 2023 - International Study Association on Teachers and Teaching, 2023.

Další údaje

• Originální jazyk: angličtina
• Typ výsledku: Prezentace na konferencích
• Stát vydavatele: Itálie
• Utajení: není předmětem státního či obchodního tajemství
• WWW: Web konference
• Organizační jednotka: Pedagogická fakulta
• Klíčová slova česky: Virtuální realita; začínající učitelé; somaticko-kognitivní prožitek
• Klíčová slova anglicky: Virtual reality; prospective teachers; somatic-cognitive experience
• Příznaky: Mezinárodní význam

Anotace

The paper explores the possibilities of a simulated virtual reality (VR) environment to support novice teachers in developing competencies for coping with stressful situations. The topic is part of dissertation research that focuses on 1) the stress management strategies of novice teachers in a VR training environment; 2) the design and evaluation of pedagogical VR simulations in an adaptive learning platform. The main research question: What are the possibilities of VR in preparing novice teachers to cope with stressful situations? The research design combines qualitative and quantitative approaches to data collection and integrates knowledge from the humanities with design methods and analytical measurement of VR data. Quantitative data from measurements (gaze trekking, stress level) are being complemented by interviews, focus groups and self-reflection of the somatic-cognitive VR experience (qualitative). Some fields of study for teacher preparation have limited opportunities to prepare for unexpected situations and social and other classroom-specificities. Virtual simulated environments can address the need for practice in preparing novice teachers and provide different variations of learning environments, instant feedback, metrics (which are not obtainable in a real classroom), and a safe space for preparation (Dieker et al., 2015; Lamb & Etopio, 2020; McGarr, 2020). Initial research data show that with higher levels of immersion, VR avatars (digital representations of the user character in the simulation) can faithfully represent different physical attributes or socio-cultural backgrounds and thus support a diverse classroom environment. It brings new possibilities for pedagogical situations that can be experienced through VR.