Virtual reality as a vehicle to transform teachers’ personal self-efficacy into professional self-efficacy

Abstract

Teacher training in the technological age is a complex matter requiring thought, action, and research. In this qualitative study, we examined the reflective constructive perspectives of in-service graduate students in the process of training for the education and teaching professions. The current study continues previously published studies examining the integration of virtual reality (VR) technologies in student training processes, as an aid in teaching and learning. The method was based on an analysis of reflections written by M.Teach graduate Students at the end of a course that addressed the development and use of educational and teaching works in VR worlds. Graduate teachers expressed reflective thoughts in a constructivist-graded process from the personal and social-emotional through self-efficacy up to professional teaching, indicative of their professional ability. It was evident that the use of VR as a tool contributed to their personal development as teachers.