A sequential integrating virtual simulation and authentic video for preschool teacher candidates’ observational skills training: A design-based intervention study
4 affiliations
- 1School of Teacher Education, Hebei Normal University, Shijiazhuang, China
- 2School of Home Economics, Hebei Normal University, Shijiazhuang, China
- 3Institute of Early Childhood Education, Faculty of Education, East China Normal University, Shanghai, China
- 4The Second Kindergarten Affiliated to Hebei Normal University, Shijiazhuang, China
Abstract
Professional observation ability is a foundational skill for preschool teachers, yet its cultivation has long faced the challenge of bridging theory and practice. Virtual simulation and authentic video offer new technological pathways to address this gap, but research on their sequential integration remains limited. This study adopted a design-based research-informed intervention approach, conducting four sequential workshops over six weeks with one natural class of 46 preschool teacher candidates. A mixed-methods design was employed, integrating group observation assignment scores (32 valid samples), questionnaires (34 students), and semi-structured interviews (9 students). In the initial skill acquisition phase, virtual simulation and authentic video demonstrated functional complementarity: virtual simulation was more conducive to stimulating active thinking (purposefulness dimension, p = 0.006), while authentic video showed an advantage in honing detail-capturing abilities (acuity dimension, p = 0.048) and higher-order cognitive skills (analysis and support dimensions, p < 0.05). During sequential exposure to authentic videos, analytical ability showed a “leap-plateau” pattern, supportive ability displayed continuous growth, while basic observation ability remained stable. Learners’ experiences followed a trajectory from cognitive conflict to support seeking and then to metacognitive growth. This study provides preliminary support for the sequential integration model in enhancing preschool teacher candidates’ observational skills, offering empirical insights for technology-enhanced teacher education. The findings suggest that teacher training programs should consider the complementary roles of different technological media across skill development stages.
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BibTeX
@article{zhang2026sequential,
title = {{A sequential integrating virtual simulation and authentic video for preschool teacher candidates’ observational skills training: A design-based intervention study}},
author = {Beibei Zhang and Shizhu Gou and Deqiang Wang and Xingjian Zhu and Yuhui Han and Yaqi Sun and Ying Li and Qinglei Hu and Xueying Liu},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0358951},
url = {https://doi.org/10.1371/journal.pone.0358951},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - A sequential integrating virtual simulation and authentic video for preschool teacher candidates’ observational skills training: A design-based intervention study
AU - Beibei Zhang
AU - Shizhu Gou
AU - Deqiang Wang
AU - Xingjian Zhu
AU - Yuhui Han
AU - Yaqi Sun
AU - Ying Li
AU - Qinglei Hu
AU - Xueying Liu
PY - 2026
DA - 2026/09/21
JO - PLOS One
DO - 10.1371/journal.pone.0358951
UR - https://doi.org/10.1371/journal.pone.0358951
AB - Professional observation ability is a foundational skill for preschool teachers, yet its cultivation has long faced the challenge of bridging theory and practice. Virtual simulation and authentic video offer new technological pathways to address this gap, but research on their sequential integration remains limited. This study adopted a design-based research-informed intervention approach, conducting four sequential workshops over six weeks with one natural class of 46 preschool teacher candidates. A mixed-methods design was employed, integrating group observation assignment scores (32 valid samples), questionnaires (34 students), and semi-structured interviews (9 students). In the initial skill acquisition phase, virtual simulation and authentic video demonstrated functional complementarity: virtual simulation was more conducive to stimulating active thinking (purposefulness dimension, p = 0.006), while authentic video showed an advantage in honing detail-capturing abilities (acuity dimension, p = 0.048) and higher-order cognitive skills (analysis and support dimensions, p < 0.05). During sequential exposure to authentic videos, analytical ability showed a “leap-plateau” pattern, supportive ability displayed continuous growth, while basic observation ability remained stable. Learners’ experiences followed a trajectory from cognitive conflict to support seeking and then to metacognitive growth. This study provides preliminary support for the sequential integration model in enhancing preschool teacher candidates’ observational skills, offering empirical insights for technology-enhanced teacher education. The findings suggest that teacher training programs should consider the complementary roles of different technological media across skill development stages.
SN - 1932-6203
ER -