Using XR technological tools such as 360° cameras and virtual reality in education preparation has been found to be a beneficial way for preservice teachers (PSTs) to reflect on their teaching styles and experience the virtual classroom (Ardisara & Fung, 2018; Coffey, 2014; Ferdig & Kosko, 2020; Feurstein, 2019). Additionally, utilization of XR in PST training has been associated with increases in teacher-student engagement (Kosko et al., 2021), self-efficacy and confidence (Walshe & Driver, 2019), and interpersonal teaching behavior and style (Theelen et al., 2019). The purpose of this qualitative case study was to understand how preservice teachers perceived the use of 360° cameras and virtual reality to video record, review, and critique their own teaching and explore immersive learning experiences. Participants included preservice teachers enrolled in a course whose lessons were collected by 360° cameras, and data were their written self-reflections on their experiences. Data analysis included inductive analysis, sentiment analysis, and word clouds. Results indicated overall positive perceptions of teacher candidates towards using XR, including its use as a self-reflection tool which provided them with different perspectives and a better overall view of the classroom, their teaching, and student behavior. Results indicate that using XR as a self-reflection and learning tool in teacher preparation programs is beneficial to teacher candidates; further research could examine the pre- and post-benefits of using XR for reflection through assessments of teacher candidate performance.

Authors:
Stephanie Wendt, Tennessee Tech University, United States
Jason Beach, Tennessee Tech University, United States
Jeremy Wendt, Tennessee Tech University, United States
Kinsey Simone, Tennessee Tech University, United States
Delanie Elrod, Tennessee Tech University, United States

About the Presenter(s)
Dr. Kinsey Simone is an instructor of quantitative research methods in education and obtained her PhD in program planning & evaluation at Tennessee Tech. Research interests include societal perceptions of Obsessive-Compulsive Disorder (OCD).

Stephanie Wendt, Ed.D. is a Professor of Teacher Education at Tennessee Tech University. She teaches science methods and field experience courses. Her current research explores the use of immersive XR technology in teacher training.

Connect on Linkedin
https://linkedin.com/in/dr-kinsey-simone-199265191

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