An Exploration of Multiple Mixed-Reality Simulation Experiences: Reflections From Special Education Preservice Teachers
Year: 2025
Type: article
Abstract: Teacher educators employ a variety of practice-based approaches, from case learning to field experiences, to provide a supportive environment where special education preservice teachers (PSTs) can practice skills and receive feedback. With mixed-reality simulation (MRS), teacher educators develop a digitally-mediated simulation for PSTs to use high-leverage practices in tightly controlled settings. Evidence supports MRS as a practice-based approach, yet little is known about PSTs’ views of MRS experiences. In this study, we explored PSTs’ ( n = 11) perceptions of their MRS experiences in one teacher preparation program through focus groups. We identified three central themes through holistic coding: MRS logistics, planning, preparation; simulator engagement; and MRS experiences’ relevance to future career. A multivariate analysis of variance compared responses to determine how the number of MRS experiences engaged in impacted perceptions of MRS authenticity and relevance. Using these findings, we discuss lessons learned and implications for special education teacher educators and researchers.
Institutions: Clemson University, University of Maryland, College Park
Language: English
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4415679705