Abstract

The purpose of this mixed method embedded design study was to examine the effect of a treatment package consisting of video and reflection, video feedback, and coaching on pre-service teachers’ use of nonverbal immediacy behaviors as they delivered lessons to student avatars in mixed reality simulations. Pre-service teachers delivered lessons at three points of time over the course of a semester within a teacher preparation course. Following each simulation, participants received three components of a treatment package targeted at improving nonverbal immediacy behaviors of teachers. The quantitative data were collected via nonverbal immediacy scores. Qualitative data were collected via observations of simulations and participant exit interviews. Statistical analysis resulted in a significant difference in pre-service teachers’ nonverbal immediacy when Time 2 and Time 3 were compared. An analysis of qualitative data resulted in two findings. Finding one was: Video and reflection, video feedback, and coaching fostered pre-service teachers’ reflections on the simulated environment as they delivered lessons within the simulations. Finding two was: Video and reflection, video feedback and coaching within a mixed reality simulation environment improved pre-service teachers’ use of nonverbal immediacy behaviors in student interactions. Connections to literature and implications are provided.

摘要

这项混合方法嵌入式设计研究的目的是检验由视频和反射，视频反馈以及辅导组成的治疗方案对岗前教师在混合现实中向学生化身上课时使用非语言即时行为的影响模拟。在教师准备课程的一个学期中，职前教师在三个时间点上了课程。每次模拟之后，参与者都收到了旨在改善教师非言语直接行为的治疗方案的三个组成部分。定量数据是通过非语言直接得分收集的。通过模拟观察和参与者退出访谈收集定性数据。当比较时间2和时间3时，统计分析导致在职教师的非语言直接性有显着差异。定性数据分析得出两个发现。发现一个是：视频和反思，视频反馈以及教练在他们在模拟课程中授课时，促进了职前教师对模拟环境的思考。发现两个是：混合现实模拟环境中的视频和反射，视频反馈和辅导，改善了职前教师在学生互动中对非言语即时行为的使用。提供了与文献的联系和含义。在模拟课程中进行授课时，教练和教练促进了职前教师对模拟环境的思考。发现两个是：混合现实模拟环境中的视频和反射，视频反馈和辅导，改善了职前教师在学生互动中对非言语即时行为的使用。提供了与文献的联系和含义。在模拟课程中进行授课时，教练和教练促进了职前教师对模拟环境的思考。发现两个是：混合现实模拟环境中的视频和反射，视频反馈和辅导，改善了职前教师在学生互动中对非言语即时行为的使用。提供了与文献的联系和含义。