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More I-talk in student teachers’ written reflections indicates higher stress during VR teaching by Andrea Westphal; Eric Richter; Rebecca Lazarides; Yizhen Huang is a Social Sciences article available to read on EtoBox.

What is More I-talk in student teachers’ written reflections indicates higher stress during VR teaching about?

Video-based reflection on one's own teaching represents a crucial tool in teacher education. When student teachers reflect on negative classroom events, it elicits "self-focused attention," which has been associated with more intense negative emotionality. Self-focused attention can be quantitatively captured using first-person singular pronouns ("I," "me," "my") in written reflections by, for instance, student teachers. What is unclear is whether student teachers' use of these firstperson singular pronouns in their written reflections is linked to and predicts their negative affective experiences during teaching. For the present study, a fully immersive virtual reality (VR) classroom was implemented in which student teachers taught a lesson, provided written reflections on their teaching, and then taught a second lesson. We measured N = 59 student teachers' self-reported stress and heartrate responses while teaching in the VR classroom and determined the percentage of first-person singular pronouns in their written reflections. Firstly, our results showed that the use of first-person singular pronouns provides incremental information on manual ratings of student teachers' foci in

Who reads More I-talk in student teachers’ written reflections indicates higher stress during VR teaching?

Author

Andrea Westphal; Eric Richter; Rebecca Lazarides; Yizhen Huang

Publisher

Elsevier BV

Published

2024

Language

EN

Field

Social Sciences