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

k 2023

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

KOŠATKA, David

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

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

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

Změněno: 4. 7. 2023 19:02, Mgr. David Košatka

Anotace

V originále

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.

Citovat

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.

@proceedings{2296299,
   author = {Košatka, David},
   booktitle = {ISATT 2023 - International Study Association on Teachers and Teaching},
   keywords = {Virtual reality; prospective teachers; somatic-cognitive experience},
   language = {eng},
   title = {Preparing novice teachers for stressful classroom situations through somatic-cognitive experience in a responsive virtual reality simulation},
   url = {https://isatt2023bari.org},
   year = {2023}
}

TY  - CONF
ID  - 2296299
AU  - Košatka, David
PY  - 2023
TI  - Preparing novice teachers for stressful classroom situations through somatic-cognitive experience in a responsive virtual reality simulation
KW  - Virtual reality
KW  - prospective teachers
KW  - somatic-cognitive experience
UR  - https://isatt2023bari.org
N2  - 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.
ER  -

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

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