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Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience

Rappa, N.ORCID: 0000-0002-3217-0296 and Ledger, S.ORCID: 0000-0001-7050-1001 (2022) Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience. Journal of Education for Teaching . pp. 1-15.

Link to Published Version: https://doi.org/10.1080/02607476.2022.2061339
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Abstract

Australian preservice teachers (PSTs) are required to show evidence that they can ‘engage with parents/carers’ (AITSL Standard 7.3). This paper 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. Based on data drawn from a survey of 57 respondents, the paper describes emergent themes gleaned from PSTs’ comments about their interactions. The findings identify key areas of focus in PSTs’ reflections and the ensuing discussion explores practical and theoretical considerations for deepening reflection on the simulation experience. It also highlights the benefit of simulation to provide PSTs the opportunity to practise difficult conversations with parents before they encounter the experience in the real world.

Item Type: Journal Article
Murdoch Affiliation(s): Education
Publisher: Routledge as part of the Taylor and Francis Group
United Nations SDGs: Goal 4: Quality Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/64665
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