What is it about?
The purpose of this study was to explore how aspiring school leaders grappled with threshold concepts related to educational leadership within mixed reality simulations.
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Why is it important?
The experience of mixed reality simulation allows students to encounter the feeling of being an educational leader, both affectively and cognitively (Bradley & Kendall, 2014). As simulated classroom environments remain a novel function within educator preparation programs (Chini, Straub, & Thomas, 2016; Dieker, Kennedy, et al., 2014), additional research may help to determine if mixed reality simulation experiences will support learners within educational leadership programs of study. For these programs, the central question is how do these mixed reality simulations impact the learning of the educational leadership students? We examined this question within the theoretical foundations of a threshold concept framework.
Perspectives
As simulations incorporate technological advances, mixed reality simulations have offered representations of real-life problems. Mixed reality simulations allow the students to navigate learning spaces as they shed their identities as classroom teachers and formulate new knowledge and skills related to organizational management. Aspiring educational leaders may review, reflect and discuss their performances in the simulation as they form communities of practice to solve complex, authentic problems of the profession and apply those core practices in the application of an educational leader.
Dr Jody S Piro
Western Connecticut State University
Read the Original
This page is a summary of: Traveling through the liminal: mixed reality simulations in educational leadership preparation, International Journal of Leadership in Education, June 2019, Taylor & Francis,
DOI: 10.1080/13603124.2019.1629488.
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