Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

Resumo

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Dados da obra

Tipo

Artigo

Periódico

Journal of Learning and Teaching in Digital Age, v. 9, n. 2, p. 55-63

Editora

JOLTIDA

Ano

2024 (2024-02-19)

Idioma

en

Palavras-chave

collaborative virtual environments; pre-service mathematics teachers; teacher preparation; mathematics teacher education; barriers to technology integration; resistance to change; technological constraints; assessment challenges; access and equity; online professional development; classroom simulation; cooperative learning; COVID-19 pandemic; online learning

Temas

Avaliação, Formação de Professores de Matemática, Tecnologias Digitais

DOI

10.53850/joltida.1359772

ISSN

2458-8350

Licença

cc-by-nc-nd

Acesso

Acesso aberto

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026