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Changing directions through VirtualPREX: engaging pre-service teachers in virtual professional experience

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Open access
Authors
Gregory, S.
Dalgarno, B.
Campbell, M.
Reiners, Torsten
Knox, V.
Masters, Y.
Date
2011
Type
Conference Paper

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Citation
Gregory, Sue and Dalgarno, Barney and Campbell, Matthew and Reiners, Torsten and Knox, Vicki and Masters, Yvonne. 2011. Changing directions through VirtualPREX: engaging pre-service teachers in virtual professional experience, in G. Williams, P. Statham, N. Brown & B. Cleland (ed), Changing demands, changing directions: Proceedings of ascilite 2011, Dec 4-7 2011, pp. 491-501. Hobart: University of Tasmania.
Source Title
ascilite 2011 changing demands, changing directions
Source Conference
ascilite 2011
ISBN
School
School of Information Systems
Remarks

The author(s) assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the author(s).

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Abstract

Many pre-service teachers currently undertake their professional experience with insufficient knowledge and confidence to handle unexpected teaching situations. VirtualPREX explores the experiences of 72 pre-service teachers who undertook a teaching role-play in a virtual world. The researchers discuss this opportunity for pre-service teachers to utilise new methods and avenues in a virtual world to both supplement their learning and undertake preparation for practical experience. Participation by pre-service teachers in role-play enables them to test and develop a better range of professional skills and acquire confidence in, and more realistic awareness of, their skills before being placed in real-life classrooms. Presented in this paper are the findings from a pilot of this study and pre-service teacher reactions to the role-play activity including whether they felt that it was helpful in preparing them for their upcoming professional experience placement.