Using mixed reality to support inclusive teaching strategies in general and special education preparation programs

Date

2023

Authors

Peterson-Ahmad, Maria
Keeley, Randa
Frazier, Andrea

Journal Title

Journal ISSN

Volume Title

Publisher

MDPI

Abstract

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

Description

Keywords

Educator preparation, General education, High-leverage practices, Mixed-reality, Mursion, Self-efficacy, Special education

Citation

This is the published version of an article that is available at https://doi.org/10.3390/socsci12110596. Recommended citation: Peterson-Ahmad, M. B., Keeley, R., & Frazier, A. (2023). Using mixed reality to support inclusive teaching strategies in general and special education preparation programs. Social Sciences, 12(11), 596. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.