Design and Implementation of Immersive 360° Videography in Teacher Training

Abstract

Immersive 360° videography promises great potential for applications in teacher training. Beyond the use of professionally produced 360° videos showcasing exemplary teaching sequences, this technology allows students to reflect on their own lessons as part of their practical training. However, immersive 360° video has yet to see widespread use among students and mentor teachers, largely due to both pedagogical and technological challenges that need to be addressed. Examining an exemplary implementation of immersive 360° video in practical training at the University of Teacher Education XY using a design-based research approach, this study explores the associated questions and challenges. The aim is to generate general insights for effectively integrating this technology into teacher training, with consideration for pedagogical, technological, and organizational factors. The project findings indicate that incorporating immersive 360° videography into practical training is both pedagogically valuable and technically viable, provided that clear guidelines and sufficient support are available.