Teacher educators’ coaching experiences in a mixed-reality simulation intervention

Purpose: This study aimed to explore teacher educators’ experiences and learnings as coaches in a mixed-reality simulation intervention aimed at teaching adaptive practices in preservice teacher education. Design/methodology/approach: This interpretive study utilised elements of self-study research in combination with education action research. Data were collected through semi-structured peer interviews, group reflection and video-recorded coaching sessions with student teachers. The constant comparative method and thematic analysis were employed to analyse the data. Findings: The study’s findings indicate that coaching within a mixed-reality simulation intervention is crucial in developing student teachers’ adaptive practices. Additionally, it was found that coaching experiences within this intervention inform teacher educators’ assumptions and knowledge of student teachers’ learning processes. Originality/value: This study contributes to the emerging field of mixed-reality simulation interventions in teacher education by providing insights into the role of coaching in enhancing specific teaching skills. It addresses a gap in the existing literature by exploring coaching experiences within the context of mixed-reality simulations, offering valuable implications for teacher educators and curriculum development in preservice teacher education programmes.