Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers' Teaching Skills from a Multi-Dimensional Perspective.

This article examines the impact of a Virtual Reality (VR)-based microteaching training system on the teaching skills and teacher efficacy of pre-service teachers, comparing it to traditional microteaching methods. The study developed a VR microteaching system simulating realistic classroom environments and management scenarios, and conducted a 13-week experiment with 51 pre-service teachers divided into VR and traditional training groups. Results indicated that VR microteaching significantly improved overall teacher efficacy, particularly in instructional strategies and classroom management efficacy, as well as specific teaching skills such as questioning and language/posture skills, though no significant difference was found in total teaching skills scores. Participants reported a highly immersive flow experience using the VR system, while limitations included the mechanical behavior of virtual students and occasional VR-induced discomfort. The study suggests VR microteaching offers a promising, interactive, and scalable approach to enhancing certain teaching competencies in pre-service teacher education.