Change of Teacher Beliefs, but Not Practices, Following Integration of Immersive Virtual Environment in the Classroom

Autor/inn/en	Mills, Kelly; Jass Ketelhut, Diane; Gong, Xiaoyang
Titel	Change of Teacher Beliefs, but Not Practices, Following Integration of Immersive Virtual Environment in the Classroom
Quelle	In: Journal of Educational Computing Research, 57 (2019) 7, S.1786-1811 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633119854034
Schlagwörter	Teacher Attitudes; Attitude Change; Technology Integration; Inquiry; Authentic Learning; Faculty Development; Computer Simulation; Science Activities; Middle School Teachers; Classroom Techniques; Active Learning; Educational Practices; Self Efficacy + Suchen Sie Ihr Suchwort? Lehrerverhalten; Attitudinal change; Einstellungsänderung; Computergrafik; Computersimulation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Aktives Lernen; Bildungspraxis; Self-efficacy; Selbstwirksamkeit
Abstract	Immersive virtual environments (IVEs) model scientific inquiry practices and can provide rich learning experiences for students. However, the teacher is an essential component of how the students engage with the technology, as they embed the IVE into everyday teaching and learning. Ideally, classroom pedagogies would reflect the scientific practices modeled in the IVE to the best extent possible. In this case study, we explore how one teacher enacted authentic scientific practices after 3 years of IVE implementations plus participation in the corresponding professional development (PD) experience. Although the teacher believed that the inquiry practices modeled in the IVE and the PD were an important part of his teaching, these beliefs were not transferred into practice. Our findings suggest that PD should include opportunities for teachers to reflect on their own practice integrating technology and consider external factors contributing to pedagogical change beyond PD. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01