{"title":"职前教师通过元宇宙中的空间建构进行设计学习","authors":"Sangmin-Michelle Lee, Sung‐Yeon Kim","doi":"10.1111/bjet.13493","DOIUrl":null,"url":null,"abstract":"Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training.\nWhat is already known about this topic\n\nTeachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance.\nPreservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’.\nMicroteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations.\nWhat this paper adds\n\nThe study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice.\nThe study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching.\nImplications for practice and/or policy\n\nTeacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons.\nTeachers can develop technological literacy and positive attitudes about using technology in their classrooms.\n\n","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":6.7000,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preservice teachers' learning by design through space construction in the metaverse\",\"authors\":\"Sangmin-Michelle Lee, Sung‐Yeon Kim\",\"doi\":\"10.1111/bjet.13493\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training.\\nWhat is already known about this topic\\n\\nTeachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance.\\nPreservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’.\\nMicroteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations.\\nWhat this paper adds\\n\\nThe study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice.\\nThe study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching.\\nImplications for practice and/or policy\\n\\nTeacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons.\\nTeachers can develop technological literacy and positive attitudes about using technology in their classrooms.\\n\\n\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":6.7000,\"publicationDate\":\"2024-06-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/bjet.13493\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/bjet.13493","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Preservice teachers' learning by design through space construction in the metaverse
Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson plans, and conducted microteaching in the virtual classrooms. The study used a qualitative research method and focused on an emic perspective with multiple data sets, including the PSTs' reflection papers and post‐interviews as primary data, and their lesson plans, virtual classrooms and recordings of microteaching as secondary data. The results showed that the project supported learning by design, and that it also helped PSTs understand learners and learning, redefine the teacher's role as a designer and facilitator, connect theories to practice and improve their teaching skills. The findings can be used as a reference for future teacher training.
What is already known about this topic
Teachers' content, pedagogical and technological knowledge and skills are essential attributes for effective performance.
Preservice teachers (PSTs) have difficulty transferring their knowledge to real classrooms because their knowledge often focuses on the ‘know‐what’ of teaching, but not on the ‘know‐how’.
Microteaching in virtual environments helps PSTs connect knowledge and practice and prepare for real classroom situations.
What this paper adds
The study applied a learning‐by‐design approach to preservice teachers' microteaching to help them connect their pedagogical knowledge to classroom practice.
The study focused on describing how the PSTs' virtual classroom design influenced the way they planned and implemented their microteaching.
Implications for practice and/or policy
Teacher educators can incorporate the design‐based approach into their teacher training modules to help teachers understand learner needs when planning and implementing English lessons.
Teachers can develop technological literacy and positive attitudes about using technology in their classrooms.
期刊介绍:
BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.