Abstract
This research reports on science pre-service teachers' (PSTs) perceptions and attitudes towards a virtual reality classroom, with the rationale being to elaborate on the pedagogical affordances of technology in the micro-teaching practices of PSTs. A purposeful sample of eighty-three pre-service science teachers from a major South African university participated in the research. Data were collected following an embedded mixed methods design, with the main data collected quantitively through questionnaires supported by informal classroom conversations after the VR classroom experience. To comprehend pre-service teachers' views on technology, the study combined the UTAUT and TAM models. Data were analysed using descriptive, comparative, correlational, and content analysis methods. Results indicate that the PSTs hold a positive perception towards the use of VR classrooms for their micro-teaching and in their future science teaching. The positive perceptions of PSTs towards the VR classroom were associated with its potential to enhance task efficiency, improve teaching productivity, belief in its utility for science teaching roles, facilitate the acquisition of pertinent knowledge and skills essential for science teaching, and to provide clear and understandable interactions within the classroom. The correlation analyses identified significant associations between pre-service teachers' perceptions and their attitudes regarding using VR classrooms for their micro-teaching practices. However, there was no significant difference in pre-service teachers' perceptions and attitudes towards the use of VR classrooms for micro-teaching practice with respect to gender. Notably, their attitudes were more closely associated with their perceived performance goals of using the VR classroom. Nevertheless, pre-service teachers raised concerns about the practical applicability of the VR classroom in teaching and teacher education programs, as well as issues related to accessibility and availability of the VR device and application for pre-service teachers when outside the university. Implications for teacher education and future research are discussed.