Student teacher reflection on micro-lessons is a critical component of teacher education, as it facilitates the development of pedagogical content knowledge and professional identity. From an academic standpoint, reflection serves as a metacognitive process through which PSTs critically analyse their instructional practices, identify areas for growth, and make informed adjustments to improve future teaching (Schön, 1983; Loughran, 2002). The VR classroom facilitates PST reflection by being fitted with a learning analytics (LA) dashboard that is used to harvest data within the virtual space when pre-service teachers are teaching during microteaching. This data is then shared with PSTs to stimulate critical reflection of their pedagogical actions in the VR microlesson during feedback sessions with teacher educators. Important data that is extracted by the LA dashboard includes lesson duration, duration of lesson phases, teacher gazing, location of participants, classroom interactions, and interactions with 3D models. This information is presented to PSTs graphically as follows (see Figure 2) on the following page. Figure 1: VR classroom: Actual lesson, hand notepad and 3D model 39 A Journey of Innovation
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