This mixed methods study investigated changes in preservice teachers' affective response to disruptive student behavior within the TeachLivE, immersive simulation classroom. Preservice teachers completed two simulation teaching sessions, during which they were exposed to five different disruptive student behavior events in each. All teaching sessions were recorded and post-processed using iMotions Affectiva Affdex software to collect data on preservice teachers' emotion expression and valence during their teaching experiences. At the end of each teaching session, participants completed a self-report survey on their level of stress. Simulated teaching sessions were followed-up with video stimulated recall sessions where participants reflected on their feelings during the simulation. The goal of this research was to examine changes in preservice teachers' affective response to stress, with repeated exposure to disruptive student behavior, to determine if it had a "desensitization" effect, potentially increasing emotional regulation ability and decreasing negative emotional responses. Descriptive statistics were used to examine differences in emotional valence by disruptive student events and teaching sessions. Paired samples t-tests were conducted to examine if mean differences existed in self-reported stress within and between teaching sessions. Additional qualitative analysis of video stimulated recall sessions was conducted using thematic analysis. Analysis revealed minimal difference in preservice teachers' positive or negative emotional valence in response to disruptive student behavior events within and between teaching sessions. There was a statistically significant change in self-reported stress from the first simulated teaching session to the second. Analysis of video stimulated recall reflections revealed themes of cognitive dissonance, behavior-induced stress, and difficulty with virtual behavior management.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Exceptional Education Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Glavey, Eileen, "Exploring Preservice Teachers' Affective Response to Disruptive Student Behavior in an Immersive Simulation Classroom" (2020). Electronic Theses and Dissertations, 2020-. 217.