Abstract
As a mentor teacher, I frequently receive feedback from intern students during their return-to-campus internships, expressing their perceived lack of professional or adequate teaching abilities. Despite feeling confident in their subject knowledge, they admit to feeling apprehensive about actual teaching. Currently, in Taiwan, the only validated method for assessing educational professional competence before intern students enter educational internship institutions is through the Teacher Qualification Examination, conducted via pen-and-paper tests. This method ensures that intern students have a certain level of subject knowledge during the internship stage but overlooks the crucial teaching practical abilities.
Furthermore, virtual reality technology has flourished in recent years and has become a trend for learning and entertainment. The application of virtual reality technology allows users to have immersive experiences, enabling them to experience scenario-based learning in lifelike environments and transfer knowledge and skills to the real world.
Therefore, this study aims to develop a Virtual Reality (VR) system for assessing teaching practical abilities. This system will enable teacher trainees to interact with virtual classroom environments, immersing them as if they were present in a real teaching scenario. Besides assisting universities in evaluating whether teacher trainees meet the basic threshold of teaching practical abilities, the system will also include a "self-practice" area, enabling trainees to independently schedule multiple teaching practice sessions within the VR environment. This research adopts a quasi-experimental research method to evaluate the impact of utilizing VR technology in educational internships on the teaching effectiveness of intern teachers, thereby fostering innovation in teacher training-related research.
Author Information
Wu Chiaying, Chinese Culture University, Taiwan
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