Journeying Towards the Profession: Exploring Liminal Learning within Mixed Reality Simulations

A systematic scoping review and textual narrative synthesis of physical and mixed‐reality simulation in pre‐service teacher training

“…Of the 13 papers included in this review, eight used qualitative methods (Amador, 2017, 2018; Baghurst, 2014; Dalinger et al, 2020; Dotger et al, 2015; Hume, 2012; Piro & O'Callaghan, 2019; Zach & Ophir, 2020), four used mixed methods (Bautista & Boone, 2015; Ferguson, 2017; Ledger et al, 2019; Peterson‐Ahmad, 2018), while one article employed quantitative methods (Gundel et al, 2019). The studies took place in six different locations with the majority taking place within the USA (9), Australia (1), Canada (1), Israel (1) and New Zealand (1).…”

“…Some participants expressed an increase in their level of confidence when applying skills practiced during the simulation and transferring this to real classroom settings. Piro and O'Callaghan (2019), also focused on the participants' experience of using the TeachLive simulation and focused on the processes involved in learning and interacting with the TeachLive software. The findings from this study suggest the that participants underwent experiences reflective of the behaviour of pre‐service teachers such as troublesome learning characterized by mimicry when in the presence of others.…”

“…The participants recognized where the transfer of learning occurred from the observation of their peers during simulated sessions with TeachLive. Some participants expressed an increase in their level of confidence when applying skills practiced during the simulation and transferring this to real classroom settings Piro and O'Callaghan (2019),. also focused on the participants' experience of using the TeachLive simulation and focused on the processes involved in learning and interacting with the TeachLive software.…”

Current state of research on the use of technology in language teacher education and professional development

“…Liaw and Wu (2021, p. 1) reported that "mixed-reality simulated teaching provided a safe environment for exercising professional agency." Interactive professional dialoguing prepares less experienced preservice teachers to develop their professional agency concerning complex sociocultural roles that they are required to manage as TALL teachers (Piro & O'Callaghan, 2018;Puvirajah & Calandra, 2015).…”

Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper

“…Där kan studenterna få vägledd träning i att hantera vanligt förekommande situationer i en trygg miljö som upplevs som autentisk. En fördel är att studenterna kan göra misstag, utan att det riskerar att påverka verkliga elever negativt (O'Callaghan & Piro, 2016;Piro & O'Callaghan, 2018). Simuleringsträning kan därför fungera som en förberedelse inför den träning som sker på VFU med verkliga elever (Cohen et al, 2020;Dawson & Lignugaris/Kraft, 2017).…”