Promotion of a critically reflective approach to pluralistic interpretations and value judgements through VR-supported construction of history.
In this project, the theory-practice relationship in teacher training will be given greater attention, since in the practical phases of teacher training many students often have a less reflected, suggestive and restrictive questioning attitude, especially in classroom discussions. Since this attitude is not conducive to the achievement of goals, (prospective) teachers try, according to empirical findings, to pass on the results that are actually intended in monologue. However, it is precisely this that prevents the learners from thinking for themselves. Consequently, the digital potentials offered by the VR environment should be used to exploit the valuable practical relevance for the students of history and education. The intensive training of the impulse technique is understood here as a way to initiate a (self-)reflexive practice.
In concrete terms, the aim is to create a virtual teaching-learning environment in which students of (history) education are placed in a teaching situation. Their task should be to conduct an impulse-driven classroom discussion in an evaluation phase of history lessons, which encourages students to reflect on the constructiveness and perspectivity of interpretations and value judgements. Here, the students must independently apply the impulse technique, to which the students (avatars) react accordingly. The adoption of the impulse technique in teaching requires on the one hand an awareness raising on the basis of best practice examples and on the other hand a sufficiently long practice phase in a real teaching situation, in which one's own (inadequate) teaching action can be reflected on video observation, alternative impulse techniques can be discussed and above all things can be tested. However, this is hardly possible in the course of studies, as video recordings in classes often require considerable organisational effort or are refused by parents or guardians. On the other hand, by recording processes in the VR classroom, the production of classroom videos is possible without data protection or copyright concerns. These videos can later be used in other classes and provide a glimpse of the potential of digitisation for practical teacher training.