Tackling climate change and promoting social justice is one of the most pressing challenges of our time. Consequently, these topics have become embedded in curricula worldwide, with the integration of Global Citizenship Education (GCE) now mandatory across subject areas, including English language education. Research has shown that immersive virtual reality (iVR) can support second language acquisition and foster pro-environmental attitudes and behaviors. Despite English language teachers generally expressing positive attitudes toward incorporating such technologies, many lack the necessary competencies to do so effectively. To bridge this gap, we developed, tested, and implemented open educational resource (OER) training modules using a design-based research approach to equip TEFL educators with the competencies needed to use iVR for GCE in EFL classrooms. This presentation outlines our teacher training course and provides insights into changes in teachers’ beliefs and competencies regarding the implementation of iVR and ESD in their classrooms measured through focus group interviews and pre-, post-, and follow-up questionnaires. The first four rounds of teacher training (n = 51) have shown that while 85% of teachers had little to no experience with iVR or ESD prior to the course, the training significantly improved teachers’ technology acceptance and TPACK regarding iVR, with large effects for perceived ease of use (d= 1.48) and TPACK (d=0.73). By the time of the conference, we will have gathered data from four more rounds of teacher training taking place in November (n = approx. 110), and the findings from the 8 rounds of teacher training will be presented.

Authors:
Michelle Zirkel, University of Bamberg, Germany

About the Presenter(s)
Michelle Zirkel is a lecturer, research fellow, and Ph.D. student at the University of Bamberg's Department of English Language Education in Germany.

See this presentation on the full schedule – Monday Schedule

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