An Empirical Study of VR Microteaching Training to Enhance Pre-Service Teachers' Teaching Skills: Teaching Behaviors Analysis Based on Two-phase Training.

This article examines the impact of virtual reality (VR)-based microteaching training compared to traditional microteaching on the development of teaching skills among pre-service teachers, focusing on both basic teaching skills and classroom management skills. In a quasi-experimental study with 58 pre-service teachers, VR training was found to significantly enhance classroom management skills and overall teaching proficiency more than traditional methods, particularly by providing immersive, interactive, and contextually rich environments that simulate real classroom challenges. Analysis of teaching behavior patterns revealed that VR-trained teachers exhibited more diverse, complex, and flexible instructional behaviors, including dynamic interactions and effective responses to classroom management events. The study suggests that VR environments facilitate the practical application of teaching skills through richer behavioral engagement, though it notes limitations such as participant variability, VR-induced discomfort, and the need for further research on skill transfer to real classrooms.