期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：3
页码：1-17
DOI：10.29333/ejmste/102621
出版社：Pamukkale Univ Dept Sci Education
摘要：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.
