Teachers' Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual...

Area of Science:

• Educational Technology
• Virtual Reality in Education
• Composition Studies

Background:

• Teacher conceptions of teaching significantly impact classroom practices and student learning.
• Interactive Spherical Video-based Virtual Reality (ISV-VR) is an emerging technology in educational settings.
• Understanding how teachers perceive ISV-VR is crucial for its effective integration.

Purpose of the Study:

• To investigate secondary teachers' conceptions of teaching using ISV-VR for Chinese descriptive composition writing.
• To identify and categorize teachers' views on the benefits and applications of ISV-VR in writing instruction.
• To explore the hierarchical structure of these conceptions.

Main Methods:

• Phenomenographic research approach.
• Semi-structured interviews with 21 secondary teachers in Hong Kong.
• Analysis of interview data to identify conception categories.

Main Results:

• Seven conception categories emerged: enhanced observation, improved writing skills, increased participation/motivation, student-centric learning, collaborative learning, value cultivation, and shaping writer identity.
• ISV-VR resources provided a supportive environment for cultivating writer identity.
• Conceptions were organized along continua of orientation, attention locus, and understanding of writing, forming a hierarchy from skill- to identity-oriented.

Conclusions:

• ISV-VR can foster a range of pedagogical approaches, from skill development to identity formation in writing.
• The study offers insights into integrating virtual reality technology for L1 composition writing.
• Findings can inform researchers and practitioners on leveraging ISV-VR for enhanced writing instruction.