文章基本信息

标题：A Nonverbal Immediacy Treatment with Pre-Service Teachers Using Mixed Reality Simulations
本地全文：下载
作者：Gloria L. Rosati-Peterson ; Jody S. Piro ; Carrie Straub 等
期刊名称：Cogent Education
电子版ISSN：2331-186X
出版年度：2021
卷号：8
期号：1
页码：1882114
DOI：10.1080/2331186X.2021.1882114
出版社：Taylor and Francis Ltd
摘要：The purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. The quantitative data were collected via nonverbal immediacy scores. Qualitative data were collected via observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are provided.
关键词：Immediacy skills pre-service teacher education simulation learning technology in teacher education