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dc.contributor.authorClifton, Jennifer
dc.contributor.authorThompson, Kate
dc.contributor.authorWilliams, Ben
dc.contributor.authorAlhadad, Sakinah
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:44Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:44Z-
dc.date.issued2020-06
dc.identifier.citationClifton, J., Thompson, K., Williams, B., & Alhadad, S. (2020). Designing an Immersive Environment for Preservice Teachers: Considering Learning Spaces When Planning for Teaching. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2431-2432). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2431
dc.identifier.urihttps://repository.isls.org//handle/1/6596-
dc.description.abstractClassrooms are complex environments, and preservice teachers (PST) face challenges regarding planning for unknown learning spaces in work integrated learning experiences. We describe the design of an immersive environment that considers different learning spaces in secondary schools. Drawing upon focus group data we examine the strengths and limitations of this immersive tool. PSTs reported increased awareness and confidence in considering all learning spaces to be flexible and noted the need for ambient environmental information.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleDesigning an Immersive Environment for Preservice Teachers: Considering Learning Spaces When Planning for Teachingen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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