An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy

Autor/inn/en	Davis, Trina J.; Merchant, Zahira; Kwok, Oi-Man
Titel	An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy
Quelle	In: Education Sciences, 12 (2022), Artikel 262 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Davis, Trina J.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Simulation; Preservice Teachers; Mathematics Teachers; Teacher Effectiveness; Educational Technology; Program Effectiveness; Instructional Effectiveness; Expectation; Interpersonal Relationship; Middle Schools; Secondary School Mathematics; Algebra + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsmedien; Expectancy; Erwartung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Mittelschule; Mittelstufenschule
Abstract	Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in physical classrooms. We proffer that virtual classroom simulations can and should be further explored and leveraged, now more than ever. In this paper, we examined a model of the impact of perceptual variables on instructional effectiveness that can enhance teaching efficacy and outcome expectancy when preservice teachers engage in practice teaching experiences in a virtual classroom simulation. The relationships between perceptual variables (presence, instructional time, and engagement) and teaching efficacy and outcome expectancy, as they relate to instructional effectiveness, were analyzed using the structural equation modeling approach. The results supported all of the hypothesized relationships. For example, presence and instructional time strongly and positively influenced engagement. Engagement was strongly related to instructional effectiveness. Instructional effectiveness was strongly and positively related to teaching self-efficacy, as well as outcome expectancy. The results support that virtual world classroom simulations can be an effective space for practice teaching for prospective mathematics teachers. Furthermore, this study provides insights for teacher educators, developers, and instructional designers interested in designing and utilizing practice-based simulations. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01