Popular in Professional

Business

The Allegory of the Favela: The Multifaceted Effects of Socioeconomic Mobility

University of Pennsylvania Leandro S. Pongeluppe

Architecture

Connecting Cities and Nature

University of Virginia Timothy Beatley

Human Rights Law

Human Rights and Corruption: Problems and Potential of Individualising a Systemic Problem

Max Planck Institute Anne Peters

Finance

Chinese Exchange Rate Policy: Lessons for Global Investors

University of California San Diego Michael Melvin

Law

A statistical approach to law school citation rankings

University of Virginia Joshua Fischman

Education

Firm Performance Pay as Insurance against Promotion Risk

Stockholm School of Economics Alvin Chen

Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar

View more insights in Professional - Education - Educational Technology

View more figures from Murdoch University

View the page of Natasha Rappa

Read the Study

Next in Education

Posthumanist new materialist pathways for reimagining music education research

Pamela Burnard | University of Cambridge

The Future of Great Universities

Jonathan R. Cole | Columbia University

Australian preservice teachers (PSTs) are required to show evidence that they can ‘engage with parents/carers’. Natasha Rappa reports on a pilot study of PSTs, in their final year within an Initial Teacher Education programme, in a mixed reality learning environment immersing themselves in authentic and challenging conversations with a parent avatar.

Image courtesy of interviewee. April 5, 2024

Log-in or Sign-up to Faculti
Currently viewing this subject insight as a guest. You have insight(s) remaining for this month. Login to view 8000+ figures on the platform.

Generating Workspace...

Export as PDF

The pilot study at Murdoch University involved 57 pre-service teachers in their final year of an initial teacher education program. Participants engaged with a parent avatar in a mixed reality simulation to prepare for interactions with parents. After their first interaction, they attended a debriefing session with a coach and applied what they learned in a second interaction.

Following the simulations, 44 participants completed a survey with an open-ended section about their experiences, yielding key themes including their posture, perspective taking, practice, performance, and preparedness for parent interactions. The study found that many teachers felt challenged by hostile interactions with the parent avatar but were able to use strategies learned during coaching, such as a framework that analyzed the situation, actions, and desired outcomes.

These strategies helped them respond more systematically, ensuring beneficial outcomes for both parents and children while enhancing their effectiveness as teachers. The study indicates a broader trend where teacher education programs are incorporating mixed reality simulations to better prepare future educators for real-world parent interactions and suggests the potential for peer feedback to improve collaborative practices among teachers.

Language:

Export as PDF

Export as PDF
Here are some key quotes extracted from the video:

1. **Introduction to the Study**:
- "This study was carried out with pre-service teachers... at Murdoch University."
- "These pre-service teachers were in their final year of the initial EDU teacher education program."

2. **Simulation Interaction**:
- "They had to interact with an avatar, a parent avatar within a mixed reality learning environment."
- "It was their first time within the mixed reality simulation environment interacting with the parent avatar."

3. **Debriefing and Application**:
- "They had a debriefing session with a coach, and then... they would then go on immediately to apply whatever they've learned in that second interaction."

4. **Survey and Themes**:
- "Within the pilot study... they were asked to complete a survey, and within this survey... there was an open-ended section."
- "We identified some key categories or emergent themes... that were surfaced by these pre-service teachers."

5. **Confrontation and Learning**:
- "We found it very confronting to deal with a parent avatar who was hostile towards them."
- "Subsequent to their debriefing with the coach, they were able to apply some strategies."

6. **Coaching Framework**:
- "The coach focused on... a framework known as situation, action and outcome."
- "Through that process... they addressed the parent's concerns."

7. **Effectiveness of the Simulation**:
- "They were able to identify the parent's concerns, identify what was the situation that needed to be tackled."
- "Provided assurances to that parent and ensured that... the outcome was beneficial for the parent and for the child."

8. **Future Directions**:
- "There are a number of initial teacher education programs that are exploring... the use of mixed realities, simulation experiences."
- "The idea behind this is that they should be working in teams as they do in schools."

These quotes collectively highlight the objectives of the study, the methodology employed, the challenges faced by pre-service teachers, and the insights gained through the simulation experiences.

X-TIMESTAMP-MAP:LOCAL=00:00:00.000,MPEGTS=900000

00:00.075 --> 00:03.685
This study was carried out with pre-service teachers,

00:03.905 --> 00:05.085
at Murdoch University.

00:05.745 --> 00:09.125
And these pre-service teachers were in their final year

00:09.665 --> 00:12.125
of the initial EDU teacher education program.

00:12.905 --> 00:16.285
And, to prepare them for their interactions

00:16.285 --> 00:20.325
with parents, they had to interact with an avatar,

00:20.525 --> 00:22.325
a parent avatar within a mixed

00:22.325 --> 00:24.165
reality, a learning environment.

00:24.425 --> 00:28.765
So the pilot study involved, 57,

00:28.765 --> 00:31.485
pre-service teachers in their final year of their,

00:31.585 --> 00:33.885
of the initial, teacher education program.

00:34.905 --> 00:38.765
It was their first time within the mixed reality simulation

00:39.315 --> 00:41.765
environment interacting with the parent avatar,

00:42.465 --> 00:46.245
and they had to go through the process of, interacting

00:46.245 --> 00:47.925
with the avatar for the first time,

00:48.345 --> 00:51.045
and then they had a debriefing session with a coach,

00:51.585 --> 00:54.965
and then subsequently they u using what they've learned

00:54.965 --> 00:56.805
through that coaching experience,

00:57.075 --> 00:59.405
they would then go on immediately to apply

01:00.165 --> 01:02.805
whatever they've learned in that second interation,

01:02.805 --> 01:04.285
interaction with parent avatar.

01:04.305 --> 01:06.325
Within the pilot study, subsequent

01:06.385 --> 01:09.765
to their interaction within the simulation environment,

01:09.765 --> 01:11.285
they were asked to complete a survey,

01:12.025 --> 01:16.645
and within this survey, there was an open-ended section

01:16.815 --> 01:19.325
where they, they gave their comments about their

01:19.325 --> 01:20.525
simulation experience.

01:21.385 --> 01:24.165
And based off that open-ended section,

01:24.265 --> 01:26.005
the comments within the open-ended section.

01:26.745 --> 01:29.685
Um, we coded the data that was

01:29.925 --> 01:33.605
provided there by 44 of these 57 participants.

01:34.465 --> 01:38.525
And, we identified some key categories

01:39.185 --> 01:43.205
or emergent themes, that were surfaced by these,

01:43.205 --> 01:44.245
pre-service teachers.

01:44.945 --> 01:49.405
And, these themes related to their posture, their

01:50.195 --> 01:54.125
perspective taking their practice, their performance,

01:54.865 --> 01:56.005
and their preparedness.

01:56.705 --> 01:58.965
Uh, for interactions with parents,

01:59.465 --> 02:02.445
we found it very confronting to deal with a parent avatar

02:02.505 --> 02:03.965
who was hostile towards them.

02:04.945 --> 02:09.485
And initially, some of them were reacting quite strongly

02:09.705 --> 02:13.725
to that, to the hostility that they experience.

02:14.425 --> 02:18.845
Um, but subsequent to their debriefing with the coach,

02:18.875 --> 02:21.165
they were able to apply some strategies.

02:21.785 --> 02:25.645
So the coach focused on, a framework known as situation,

02:25.645 --> 02:28.485
action and outcome as a o,

02:28.855 --> 02:30.645
which they then use

02:30.945 --> 02:33.045
to analyze the interaction with the parents.

02:33.465 --> 02:35.845
So it no longer became something that was,

02:36.765 --> 02:39.405
a personal upfront that they would take

02:39.405 --> 02:40.605
as a personal upfront in

02:40.605 --> 02:43.045
because of the hostility, hostile interactions

02:43.045 --> 02:44.125
with the parent avatar.

02:44.545 --> 02:47.125
But instead what they did was they tried

02:47.125 --> 02:50.685
to apply this strategy, sit, identify the situation,

02:51.075 --> 02:52.645
what was the action that was going on,

02:52.645 --> 02:54.885
and what was the outcome they hope they hoped to achieve.

02:55.425 --> 02:58.285
And through that process, they were,

02:58.865 --> 03:01.615
Um, the, the

03:02.545 --> 03:06.935
respondent in the most systematic way, the each were

03:06.935 --> 03:10.015
that they addressed the parent's concerns, they were able

03:10.015 --> 03:12.655
to identify the parent's concerns, identify

03:12.655 --> 03:15.575
what was the situation that needed to be tackled,

03:16.055 --> 03:18.095
provided assurances to that parent

03:18.595 --> 03:21.415
and ensure that, that the outcome was beneficial

03:21.595 --> 03:23.495
for the parent and for the child,

03:24.435 --> 03:26.415
and was good for the school as well as

03:26.415 --> 03:27.535
for themselves as teachers.

03:27.625 --> 03:30.455
There are a number of initial teacher education programs

03:30.455 --> 03:34.735
that are exploring, the use of mixed realities,

03:34.745 --> 03:39.055
simulation, experiences to prepare teachers,

03:39.055 --> 03:41.975
pre-service teachers for interactions with,

03:41.975 --> 03:43.055
parents in the future.

03:43.995 --> 03:48.495
Um, going forward, I think what we're looking at is,

03:49.615 --> 03:54.095
possibly getting more students to watch each other's,

03:54.105 --> 03:56.175
experience within that Yeah,

03:56.175 --> 03:57.615
within the simulation experience

03:58.075 --> 04:00.455
and give feedback on that experience.

04:00.955 --> 04:05.055
Um, and because the whole idea behind this is that,

04:05.485 --> 04:06.935
they don't work in silos.

04:07.335 --> 04:08.335
Teachers don't work in silos.

04:08.335 --> 04:11.735
They may speak to the parent, individually,

04:12.635 --> 04:16.495
but at the end of the day, multiple teachers are speak,

04:16.495 --> 04:17.975
maybe speaking to the same parent.

04:18.435 --> 04:20.575
So the idea behind this is

04:20.575 --> 04:23.295
that they should be working in teams as they do in schools,

04:23.915 --> 04:25.735
to be able to give feedback

04:25.735 --> 04:27.695
to each other about their interactions with

04:27.695 --> 04:29.055
that particular parent.

Preparing Teachers Through Mixed Reality Simulations

00:00:00 - This study was carried out with pre-service teachers, at Murdoch University. And these pre-service teachers were in their final year of the initial EDU teacher education program. And, to prepare them for their interactions with parents, they had to interact with an avatar, a parent avatar within a mixed reality, a learning environment. So the pilot study involved, 57, pre-service teachers in their final year of their,
00:00:34 - It was their first time within the mixed reality simulation environment interacting with the parent avatar, and they had to go through the process of, interacting with the avatar for the first time, and then they had a debriefing session with a coach, and then subsequently they u using what they've learned through that coaching experience, they would then go on immediately to apply whatever they've learned in that second interation,
00:01:04 - Within the pilot study, subsequent to their interaction within the simulation environment, they were asked to complete a survey, and within this survey, there was an open-ended section where they, they gave their comments about their simulation experience. And based off that open-ended section, the comments within the open-ended section. we coded the data that was provided there by 44 of these 57 participants.
00:01:39 - or emergent themes, that were surfaced by these, pre-service teachers. And, these themes related to their posture, their perspective taking their practice, their performance, and their preparedness. for interactions with parents, we found it very confronting to deal with a parent avatar who was hostile towards them.
00:02:09 - to that, to the hostility that they experience. but subsequent to their debriefing with the coach, they were able to apply some strategies. So the coach focused on, a framework known as situation, action and outcome as a o, which they then use to analyze the interaction with the parents. So it no longer became something that was,
00:02:39 - as a personal upfront in because of the hostility, hostile interactions with the parent avatar. But instead what they did was they tried to apply this strategy, sit, identify the situation, what was the action that was going on, and what was the outcome they hope they hoped to achieve. And through that process, they were, the, the respondent in the most systematic way, the each were

Enhancing Teacher-Parent Interactions through Simulation

00:03:10 - to identify the parent's concerns, identify what was the situation that needed to be tackled, provided assurances to that parent and ensure that, that the outcome was beneficial for the parent and for the child, and was good for the school as well as for themselves as teachers. There are a number of initial teacher education programs that are exploring, the use of mixed realities, simulation, experiences to prepare teachers,
00:03:41 - parents in the future. going forward, I think what we're looking at is, possibly getting more students to watch each other's, experience within that Yeah, within the simulation experience and give feedback on that experience. and because the whole idea behind this is that, they don't work in silos. Teachers don't work in silos. They may speak to the parent, individually,
00:04:27 - maybe speaking to the same parent. So the idea behind this is that they should be working in teams as they do in schools, to be able to give feedback to each other about their interactions with that particular parent.

Faculti AI can make mistakes

Research

Policy

Analysis