The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers’ technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners.

中文翻译：

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为教师的未来做好准备：沉浸式 VR 环境中的微格教学

本研究旨在探讨在职和在职语言教师如何将沉浸式虚拟现实（iVR）的尖端技术融入到他们的教学实践中。具体来说，该研究通过分析 iVR 环境中微教学中基于表现的任务，研究了他们不同的知识水平和教学经验如何影响他们的技术整合。之所以选择这种特殊技术进行研究，是因为它有望为未来的外语学习课堂带来多种教学效益，例如情境化学习、提高学习者的动机和兴趣，以及增强互动和沟通技能培训。该研究采用了深入的定性分析。数据（教案、微格教学片段的屏幕录像和反思论文）是从韩国大学的一门职前教师培训课程和一门在职教师培训课程中收集的。该研究发现在职教师和在职教师绩效之间存在巨大差距，并根据定性数据分析确定了差异的来源。结果表明，不仅教师的技术知识，而且他们对技术使用的教学知识和教学信心都会影响技术整合。随着技术集成在语言教育中变得越来越重要，当前的研究为如何让教师更好地为未来的学习者做好准备提供了见解。