In-service teachers must be provided with high-quality professional development (PD) opportunities that not only effectively improves and develops their skills, but also engage, and motivate them to continue growing. In this project, we studied in-service teachers’ perceptions, opinions, and mindset toward the use of mixed-reality simulations (MRS) as a potential tool for PD to advance and enhance their pedagogical knowledge for mathematics. We followed a convergent parallel mixed-method approach with 49 in-service teachers who were exposed to a series of simulations sessions. We found evidence that the use and integration of technologies like MRS as a tool for PD is considered to be an approximation of practice well accepted by the teachers. In addition, the majority of participants perceived the tool as an effective-unique strategy to develop skills related to questioning, eliciting and assessing students
Aguilar, J. J., & Kang, S. (2023). Innovating with in-service mathematics teachers’ professional development: The intersection among mixed-reality simulations, approximation-of-practice, and technology-acceptance. International Electronic Journal of Mathematics Education, 18(4), em0750. https://doi.org/10.29333/iejme/13628
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International Electronic Journal of Mathematics Education