Exploring the Impact of a 3D Virtual Environment on Pedagogical Reasoning and TPACK in Pre-Service Teachers

The research is rooted in the context of initial teacher education's evolving demands, aiming to prepare future educators effectively for teaching and learning with emerging technologies. This study investigates the development of future teachers’ technological pedagogical content knowledge (TPACK) and pedagogical reasoning when designing and micro-teaching lessons in virtual worlds. To address these goals, a non-immersive virtual reality (VR) environment was employed in an initial teacher education's workshop focused on instructional design with educational technologies. The posttest-only control group study involved 60 preservice teachers in either a traditional (n=30) or a VR environment (n=30). The findings show significant impact of the VR environment in enhancing a nuanced TPACK. Moreover, it scaffolded the development of pedagogical reasoning skills, strengthening future teachers' capacity to envision innovative ways to effectively utilize technology in the classroom. This study underscores the pivotal role of VR environments in shaping the pedagogical knowledge and instructional design capabilities of (preservice) teachers. It highlights the potential of virtual environments to cultivate the necessary expertise for successful technology integration in education. Ultimately, the research contributes to a deeper understanding of how virtual spaces can be harnessed to prepare future educators for the evolving landscape of technology-enhanced teaching and learning.