Share Paper: Which approach to learning is more effective among preservice teachers? Role-Play or Virtual Simulation?

  1. Deana Ford, Mercer University, United States
  2. Sara Luke, Mercer University, United States
  3. Michelle Vaughn, Mercer University, United States
Tuesday, November 3 3:30-3:45 PM Room 1

Abstract: A mixed-methods study regarding both role-play and virtual simulation was conducted to determine if one was more effective than the other in developing preservice teachers’ metacognitive awareness. Qualitative data were gathered from recordings of the role-play and virtual simulations to examine preservice teachers’ reflective practices including their planning for and conducting a parent-teacher conference during role-play and virtual mixed-reality simulation. Pre-, mid- and post- quantitative data were gathered using the Metacognitive Awareness Inventory for Teachers. The data revealed changes in preservice teachers’ metacognitive awareness when engaging in collaborative practices.