The Virtual Avatar Lab (VAL): Tapping into Virtual Live Environments to Practice Classroom Feedback Conversations

Autor/inn/en	Klash, Erin F.; Simmons, Kate D.
Titel	The Virtual Avatar Lab (VAL): Tapping into Virtual Live Environments to Practice Classroom Feedback Conversations
Quelle	In: Journal of Curriculum and Teaching, 9 (2020) 3, S.149-160 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Science Laboratories; Computer Simulation; Educational Technology; Electronic Learning; Feedback (Response); Preservice Teachers; Drills (Practice); Student Attitudes; Program Effectiveness; Preservice Teacher Education; Skill Development + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Providing effective feedback is a skill preservice teachers develop through practice. According to Hattie (2012), feedback is essential in the learning process, is prevalent in effective teaching, and its purpose is to help students determine current level of performance, so adjustments can be made to enhance performance to desired level. This qualitative case study was developed to provide 16, K-12 preservice teacher candidates with an opportunity to practice providing feedback in a virtual live environment. Candidates participated in (e.g. interacted with avatar, observed interaction, and/or critiqued interaction) a 60-minute simulation to practice feedback, then completed oral reflection and a written reflective survey (questionnaire) consisting of rating scales and corresponding written response items. Qualitative data collected was coded and analyzed for themes, while quantitative data explored central tendencies, and variations for each survey indicator. Results indicate live simulated sessions in the Virtual Avatar Lab (VAL) were beneficial in developing feedback skills. Teacher candidates reported favorable perceptions with respect to preparation to facilitate feedback conversations, in most cases felt the student avatars were authentic, and felt better prepared to help their future students take ownership of their own areas of strength and room for growth. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/jct
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01