Innovating remote coaching in teacher education with first person view and augmented reality

The provided text highlights a significant challenge in teacher education: equipping pre-service teachers with the professional vision and situation awareness needed to manage complex classroom environments effectively. This challenge is exacerbated in distance education settings where traditional on-site coaching methods are impractical, leading to a reliance on less effective retrospective video analysis. The core issue is the difficulty in developing real-time interpretation and response skills without in-action coaching.

Why it matters

This issue is strategically important because effective teacher preparation directly impacts educational quality and student outcomes. The limitations in remote coaching for teacher education hinder the development of critical real-time decision-making skills, potentially leading to less effective educators entering the workforce. Addressing these challenges is vital for ensuring consistent pedagogical standards across diverse learning environments, especially as remote education models become more prevalent.

Key insights

• Pre-service teachers frequently encounter 'reality shock' when transitioning from theoretical learning to managing live classrooms.
• Developing professional vision and situation awareness, crucial for effective classroom management and lesson execution, is a key challenge.
• Traditional coaching methods, such as on-action (retrospective) and in-action (real-time) coaching, are typically employed to address this.
• Distance teacher education faces significant limitations in delivering effective on-site, in-action coaching.
• Current remote coaching solutions largely rely on video recordings for post-event discussion, which primarily supports on-action reflection rather than real-time skill development.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1923297