In teacher training, student achievement and attitudes can be improved when preservice teachers (PSTs) are able to develop positive teacher-student relationships (Wubbels et al., 2015). PSTs’ knowledge and skills to create this positive teacher-student relationship are referred to as PSTs’ interpersonal competence (Wubbels et al., 2015). Before taking action, PSTs first have to notice and interpret classroom events. This process is defined as professional vision, which is an important element of PST’s interpersonal competence.
Training interpersonal competence primarily occurs in classrooms during internships (Stough & Montague, 2015), but can also be exercised using computer-based classroom simulations in teacher education (e.g., Rayner & Fluck, 2014). One way of simulating is using 360-degree videos of actual teaching practice to familiarize PSTs with the professional teaching context.
Demonstration of 360-degree videos with a VR-headset
In this session we demonstrate a classroom simulation using 360-degree videos combined with theoretical lectures in teacher education (the Virtual Classroom), intended to improve PSTs’ interpretations of noticed events.
We will show how 360-degree videos can be watched with a VR-headset, a mobile phone, and YouTube. The pros and cons of the use of 360-degree videos in teacher education will be discussed in terms of technological and educational affordances and hindrances.
Technological and educational affordances
Technological affordances were mainly physical discomforts and technical hindrances such as mobile phones without a gyroscope, difficulties with an online platform (YouTube), and poor video and audio quality which obstructed the immersive experience. Almost half of the participants watched the 360-degree videos without the VR-headset due to problems with the VR-headset itself, which did not influence concerning PSTs’ level of tagging. Furthermore, observing other teachers teach for mastering theory and for developing insights about interpersonal teacher behavior were perceived by PSTs as an educational affordance.
PSTs’ level of interpretation of noticed classroom
Finally, we will discuss the use of the Virtual Classroom for improving PSTs’ level of interpretation of noticed classroom events as part of their professional interpersonal vision. Participating PSTs showed improvement in noticing classroom events and interpreting these events with less descriptive and judgemental and more theory-based terminology. The level of PSTs’ tagging at the post-test approached experienced teachers’ level of tagging (Van den Bogert, 2016). The results of our study show that teacher education institutes can accelerate interpreting noticed events using 360-degree videos within theoretical lectures.
Visitors of our demonstration will gain insights in the way 360-degree videos can be used in teacher education. They will have an image of the technological aspects of watching this types of videos, but also about the educational affordances of 360-degree videos.
Rayner, C., & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: A pilot study. Asia-Pacific Journal of Teacher Education,
Stough, L. M., & Montague, M. L. (2015). How teachers learn to be classroom managers. In E. T. Emmer & E. J. Sabronie (Eds.), Handbook of classroom management: Research and contemporary issues (pp. 446–458). New York: Routlegde.
Van den Bogert, N. J. (2016). On teachers’ visual perception and interpretation of classroom events using eye tracking and collaborative tagging methodologies. Dissertation. Technische Universiteit Eindhoven, Eindhoven.
Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J. (2015). Teacher-student relationships and classroom management. In E. T. Emmer & E. J. Sabronie (Red.), Handbook of classroom management: Research and contemporary issues (pp. 363–386). New York: Routlegde.