Abstract
In this chapter, findings that demonstrate how a VR simulation was harnessed to develop teaching self-efficacy in a university classroom are shared. The VR simulated classroom utilised in the study was a low-immersion VR platform that draws on Mursion software and a ‘human in the loop’ to provide a realtime teaching experience. Data were collected via pre and post survey and a debrief session with teacher educators. Bandura’s four primary sources of information that promote self-efficacy: performance attainments; vicarious experiences of observing the performances of others; verbal persuasion/social influences; and physiological states were drawn on to analyse the effectiveness of the VR simulation for the development of teacher self-efficacy. In this chapter, the project is outlined and key findings from the study are presented. Recommendations for future work in this area are also offered.
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Goff, W. (2023). VR Simulations to Develop Teaching Practice with Pre-service Teachers. In: Garvis, S., Keane, T. (eds) Technological Innovations in Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-2785-2_2
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