PRE-SERVICE ELEMENTARY TEACHERS’ EXPERIENCES IN VIRTUAL REALITY-BASED MICROTEACHING IN A DEVELOPING TEACHER EDUCATION CONTEXT

Abstract

This study explores the experiences of pre-service elementary school teachers in engaging with virtual reality (VR)-based microteaching within a developing teacher education context. While prior research has predominantly focused on the effectiveness and acceptance of VR, limited attention has been given to how pre-service teachers subjectively experience and interpret immersive learning environments. Employing a qualitative phenomenological approach, this study involved five pre-service teachers who participated in VR-based microteaching. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings reveal four interconnected themes: (1) reconstruction of teaching confidence, (2) immersive experience as a quasi-authentic pedagogical simulation, (3) internalization of pedagogical skills through reflective practice, and (4) negotiation of technological constraints. The results indicate that VR provides a psychologically safe and immersive learning environment that supports repeated practice, enhances pedagogical awareness, and facilitates reflective learning. These findings suggest that VR has significant potential to enhance teacher education by supporting experiential and reflective learning processes, particularly in developing contexts.