Abstract

NEL, Carisma  and  MARAIS, Elma. Pre-service teachers' perceptions on eliciting learners' knowledge in a mixed-reality simulation environment. Reading & Writing [online]. 2023, vol.14, n.1, pp.1-9. ISSN 2308-1422.  http://dx.doi.org/10.4102/rw.v14i1.422.

BACKGROUND: Concerns have been raised about the inconsistency and quality of pre-service teacher preparation, especially in reading literacy. Mixed-reality simulations can potentially revolutionise initial teacher education by offering realistic, risk-free practice opportunities to master reading practices OBJECTIVES: This study explores pre-service teachers' perceptions of: (1) interacting with avatars, (2) teaching core reading skills, particularly eliciting background information on informational text, and (3) using an action review cycle within a mixed-reality simulation environment METHOD: A qualitative exploratory case study design was used in this study in order to document pre-service teachers' perceptions of engaging within a mixed-reality simulation environment. A purposive sampling strategy was used to select participants for this study. Data were analysed using thematic analysis RESULTS: Findings reveal that pre-service teachers valued interacting with the avatars and appreciated the unique focus on eliciting learners' background knowledge, a core reading practice. They typically teach full lessons with limited genuine engagement during microteaching opportunities, making this an interesting experience. They highlighted the mixed-reality simulation's features, such as pausing, redoing, and receiving immediate feedback. The simulator allowed them to concentrate on skill mastery rather than staging lessons for grades CONCLUSION: This study concludes that pre-service teachers' skill development benefits from deliberate practice opportunities designed to enhance complex skills. Mixed-reality simulations could reshape how student teachers are prepared for reading instruction CONTRIBUTIONS: This research contributes to the understanding of pre-service teachers' perspectives on teaching core reading practices in a mixed-reality simulation environment

Keywords : pre-service teachers; mixed-reality simulation; TeachLivE^TM; core reading practices; teaching practice.

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