Preservice Teachers’ Confidence and Preferred Teaching Strategies using TeachLivE ™ Virtual Learning Environment: A Two-Step Cluster Analysis
Susan Ledger 1
Zehra Ersozlu 2  
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School of Education, Murdoch University, AUSTRALIA
Faculty of Arts and Education, Deakin University, AUSTRALIA
School of Education, The University of Newcastle, AUSTRALIA
Online publish date: 2019-01-06
Publish date: 2019-01-06
EURASIA J. Math., Sci Tech. Ed 2019;15(3):em1674
TeachLivETM, a mixed reality learning environment originating from University of Central Florida (2011), has recently been introduced to the Australian preservice teaching context by Murdoch University (2016) and the University of Newcastle (2017). This paper, the first of a program of research mapping the implementation of TeachLivETM within the Australian context, captures preservice teachers’ (PSTs) reflections on their initial interactions with the mixed reality learning environment. The study highlights preferred teaching strategies and teaching confidences during initial interactions in the simulation laboratory and introduces a quality measure within the reflective practice process. A Two-Step Cluster analysis of 322 PSTs was conducted. Results showed a positive impact of reflective practice and revealed that most preservice teachers preferred ‘Questioning’ and ‘Direct Instruction’ methods of delivering micro-teaching lessons. The authors offer a typology of teaching strategies, confidences and a quality measure for teacher educators.
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