Research Article

Immersive video within virtual reality and performance feedback coaching to improve novice teacher classroom practices

Adam Carreon 1 * , Caitlin Criss 1 , Sarah Kelley 1
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1 Georgia Southern University, Statesboro, GA, USA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 8(1), 2026, e2601, https://doi.org/10.30935/ijpdll/17677
Submitted: 21 February 2025, Published: 01 January 2026
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ABSTRACT

Teacher shortages are a major issue in education as schools across the nation are struggling to recruit and retain teachers in the buildings. New teachers often struggle with classroom management due to a lack of training, which can lead to stress and burnout. This can negatively affect both teachers and students. This study explores how immersive video in virtual reality (IVVR) and performance feedback (PF) can improve teachers’ use of behavior-specific praise (BSP), an evidence-based classroom management practice. Six early-career teachers used IVVR with self-reflection and PF coaching to improve their BSP teaching skills. The results showed that both IVVR and PF helped teachers increase their use of BSP, with PF being slightly more effective. Interestingly, when teachers got better at BSP, they used less general praise. Teachers had positive experiences with both methods, but they preferred getting feedback directly rather than self-reflecting. This study highlights the potential of IVVR as a professional development tool and emphasizes the need for ongoing support and training for teachers to improve classroom management and reduce stress. Further implications and directions for the field are presented.
Keywords: virtual reality, 360-cameras, teacher coaching, performance feedback, professional development, behavior-specific praise

CITATION (APA)

Carreon, A., Criss, C., & Kelley, S. (2026). Immersive video within virtual reality and performance feedback coaching to improve novice teacher classroom practices. International Journal of Professional Development, Learners and Learning, 8(1), e2601. https://doi.org/10.30935/ijpdll/17677

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