Preparing Preservice Teachers to Manage Behavior Problems in the Classroom: The Feasibility and Acceptability of Using a Mixed-Reality Simulator

Abstract

Given the high percentage of new teachers who struggle with classroom management, preservice educators need more opportunities to develop their skills in managing challenging student behaviors prior to entering the classroom. There is growing interest in using mixed-reality simulators to provide educators opportunities to receive guided practice in implementing a variety of techniques, including classroom management strategies. Yet these technologies may be difficult for preservice programs to integrate into the curriculum and may be perceived as stressful for some student teachers. The current article presents findings from a feasibility and acceptability study of the TeachLive™ mixed-reality teaching simulator, which was used as a supplemental guided practice opportunity for preservice student teachers enrolled in classroom management and special education methods classes. Data from 62 preservice teachers suggest there is potential for acceptability among teachers in training, particularly if adjustments are made to reduce their stress and performance anxiety. Recommendations for using mixed-reality simulators in preservice training are provided.

Classroom Management: Significance in Inclusive Education, Current Problems and Proposed Solutions

“…University-based teacher training programs are often criticized for being too theoretical. Many teacher training programs present their course contents and teaching knowledge and skills in a theoretical manner (Larson et al, 2020). It is highly unrealistic to teach teacher candidates a wide range of approaches and methods and expect them to anticipate useful strategies for real situations in the classroom (Wolff et al, 2020).…”

“…It is highly unrealistic to teach teacher candidates a wide range of approaches and methods and expect them to anticipate useful strategies for real situations in the classroom (Wolff et al, 2020). For this reason, teacher candidates often have a hard time performing in the real classroom, especially when confronted with students' problem behaviors that are challenging for them (Larson et al, 2020). The complexity of leading a classroom and developing expertise in CM requires not only theoretical knowledge but also experience in a variety of classroom situations (Weber et al, 2018).…”

“…As part of the digital revolution, the use of innovative technologies is becoming widespread in university-based teacher training programs in recent years. Podcasts with educational content, Bug-in-Ear coaching, simulations such as virtual reality, augmented reality and mixed reality are examples of innovative technologies used for teacher training (Larson et al, 2020).…”

Simuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper

“…Två instruktörer, universitetslärare med specialistkompetens i klassrumsledarskap respektive matematikdidaktik mötte upp dem. Instruktörerna förklarade vad studenterna förväntades göra och hur feedbacken skulle gå till, något tidigare forskning lyft fram som viktigt för utveckling av TEB (Larson, Hirsch, McGraw & Bradshaw, 2019).…”

Psychosocial status of Physical Education teachers according to socio-demographic characteristics (Condición psicosocial de los profesores de Educación Física según las características sociodemográficas)

“…Once the selective test is passed, the teaching profession is a job in which various psychosocial factors are manifested, due to legislative changes, new structural models of families, the expansion of the technological world and its inclusion in schools, interpersonal relationships, as well as the process of access to the teaching profession (Larson et al, 2020;Liu et al, 2019;Rodríguez-Mantilla & Fernández-Díaz, 2017). In recent years there has been a great deal of interest in addressing stress and burnout syndrome among employees, the negative effects of which have been documented in various areas of psychology, education and health (Araldi et al, 2021;Comella et al, 2021;Lara-Bocanegra et al, 2020;McCormack et al, 2018;Membrive-Jiménez et al, 2020;.…”