Peer group supervision in Zoom and social VR- Preparing preservice teachers for planning and designing digital media integrated classes
Abstract: 21-century challenges demand a change towards collaborative and constructive seminar designs in initial teacher education regarding preservice teachers acquiring meta-conceptual awareness (TPACK) about how to implement emerging technologies in their future profession. Against this background the paper addresses the following research questions: 1) How should a pedagogical concept for remote initial teacher education be designed to promote metacognitive learning processes of preservice teachers? 2) How do preservice teachers perceive these learning processes in video-based communication and social VR? Regarding the pedagogical concept, peer group supervision and an action- and development-oriented approach using Zoom and social VR were identified as relevant for an instructional design that provides collaborative and constructive learning processes for students. In this exploratory study, 17 students participated in two iterative cycles of peer group supervision performing design tasks in groups. A content analysis of reflective video statements and qualitative group interviews was carried out using a qualitative research design. Results indicate the successful implementation of peer group supervision. Regarding media’s implementation, Zoom’s screen-sharing option and breakout session benefitted the consultation process as well as social VR’s “realistic” experience of creating a “sense of community”.
Presider: Thomas Schröter, University of Würzburg, Chair of School Pedagogy