Abstract
This research investigates the potential impact of Mixed Reality Simulation (MRS) on enhancing the use of questioning techniques among student-teachers in intermediate-phase classrooms. Student-teachers often face challenges during Work-Integrated Learning (WIL), including limited opportunities to practice essential teaching skills such as effective questioning. While traditional micro-teaching offers a valuable avenue for skill development, its limitations, including biased feedback, hinder skill enhancement. Conversely, MRS provides a promising alternative by creating a controlled and realistic teaching environment for student-teachers to practise questioning techniques repeatedly, with avatars that simulate learners.
The study is guided by the principles of adaptive expertise and deliberate practice, highlighting the shift from routine to adaptive expertise through purposeful engagement. This study is described as basic qualitative research as it seeks to understand the student-teachers’ experiences of MRS in enhancing their questioning techniques. Methods such as focus groups, stimulated recall interviews (SRI’s), and observations were employed to collect data.
This study followed the constant comparative method of data analysis and three findings emerged. Firstly, the MRS gradually developed student-teachers’ understanding and use of questioning as a teaching practice. Secondly, the MRS supported the student-teachers to intentionally practise questioning techniques; and finally, the student-teachers’ involvement in the MRS, coupled with the coaching sessions, facilitated reflection for improvement. The data confirmed that MRS, in combination with the coaching and reflection sessions, were instrumental in improving student-teachers' questioning techniques.