Self-Efficacy in a 3-Dimensional Virtual Reality Classroom—Initial Teacher Education Students’ Experiences

This study explores initial teacher education (ITE) university students’ experiences of work-integrated-learning (WiL) placements in a virtual reality environment. The COVID-19 pandemic was the catalyst for this when schools around world were inaccessible to ITE students. Undertaking WiL, which is typically mandated component programs, became challenging, if not impossible. In uncertain environment and broader context nation-wide shortage Australia, need pivot consider alternatives high priority. reports on simulated experimental space as an alternative WiL students classroom environment, exploring impact self-efficacy participants. explored platform teaching space, designing, delivering participating lessons. Data about their collected utilising multi-methods design comprised surveys self-reflections. findings reveal: (i) increase upon completion experience, with small decline post program; (ii) reported development technological pedagogical confidence. These contribute field low identified one inhibitors integration technology education. provides insight into transformative potential enhancing simulated, environments.