M.Ed. / The African National Congress' (ANC) victory of the 1994 elections in South Africa, and the consequent establishment of the Government of National Unity, led to far reaching changes in many facets of South African lifestyles. The changing political climate resulted in many policy documents, both of a political and professional nature, coming to light. It seems from these documents that all resources (including educational-, health-, and other professional resources) should be redistributed. The changes that may originate from this redistribution, have implications at both meso- and macro-level of society. In the context of Education, training and practical implementation are directly effected. Suggestions in favour of progressive mainstreaming have already been put forward, and it is clearly stated that mainstreaming together with inclusion are seen as specific medium- to longterm goals. The new South African government sees education as a basic human right and the government aims to make education accessible to all learners. Consequently a need for a system which is more effective and accessible, complying with the needs of a post-apartheid South Africa has developed. Inclusive education is seen as a way of complying with educational needs, also with regards to learners with special educational needs. This implies that all schools will eventually be able to accommodate all learners, including those learners who to date received education in schools for special education. Teachers are seen as the key figures in the change to inclusive education policy. Should the teacher have a negative conception with regards to the new policy, the successful implementation thereof may be threatened. When personal negative conception does not change, motivation is lacking and there is no correlation between what happens in practice and the theory of the policy makers. To investigate and gain insight into the conception of teachers and other remedial personnel with regards to the new education policy is indispensable research for the implementation of the new policy. In the light thereof, the over-all aim of this study is to describe the conceptualization of a group of remedial practitioners, which may serve as a point of departure in developing a new approach to training, and test and expand existing literature.

Notre recherche concerne la tentative de construction ce que l’on appelle le « Nouveau Système ». Cette méthode est en cours d’élaboration, avec une certaine discrétion, principalement au Conservatoire Central de Pékin. Ce Nouveau Système semble s’inspirer de trois méthodes actives européennes (Jaques-Dalcroze, Orff et Kodaly). L’objectif de la recherche, après avoir restitué le contexte historique, est d’abord d’identifier les méthodes dont s'inspire le "Nouveau Système", l'apport d'éléments propres à la Chine ; ensuite, de tenter de comprendre la relation entre l'émergence de ce Nouveau Système et la société chinoise. Nous avons choisi l’observation directe, l’entretien semi-directif avec les formateurs et les stagiaires, l’analyse des vidéos et des entretiens. L’analyse de l’ensemble des données montre que les répertoires du Nouveau Système incluent des chants populaires chinois qui sont souvent réécrits et adaptés selon les besoins de l’enseignement, beaucoup de chants occidentaux, de la musique tonale occidentale, de la musique improvisée tonale. Il y a peu de place pour l’enseignement des musiques traditionnelles chinoises. Cette recherche nous permet de comprendre, d’une part, qu’il y a une demande dans le domaine éducatif (y compris la musique) de former de futurs citoyens plus créatifs afin de répondre aux besoins de la transformation économique, et d’autre part, qu’il y a une volonté de maintenir l’unité de la Chine. Dans le cas du Nouveau Système, il y a une tendance vers une certaine autonomie de l’individu. En revanche, cette volonté peut entrer en conflit avec le maintien de la cohésion sociale dans un pays où vivent plusieurs peuples et où a régné une longue tradition autoritaire. / Our research concerns the attempt to build what is called New System. This method is being developed, with some discretion, mainly in Central Conservatoire Beijing. This “New System” seems to be inspired by three European active methods (Jaques-Dalcroze, Orff and Kodaly). The aim of the research, after having described the historical context, is first to identify methods which inspired the "New System", the contribution of factors particular to China. Then, trying to understand the relationship between the emergence of this New System and Chinese society. We chose direct observation, semi-structured interviews with trainers and trainees, analysis of video and analysis of the interviews. The overall analysis of the data shows that New System directories include Chinese folk songs that are often rewritten and adapted to the needs of the teaching of the New System, many Western songs, Western tonal music, improvised tonal music. There is little room for the teaching of Chinese traditional music. This research allows us to understand on one hand, that there is a demand for the field of education (including music) to train future creative citizens to meet the needs of economic transformation. On the other hand, that there is a desire to maintain the unity of China. In this New System, there is a tendency towards a certain autonomy of the individual. However, this desire may conflict with the maintenance of social cohesion in a country where many people live and where reigned a long authoritarian tradition.

15 Jahre nach Bologna zeigt der Blick in die Lehreraus- und -weiterbildung, dass die Verankerung digitaler Bildungstechnologien und Lernangebote bisher wenig durchgreifend erfolgte. Im vorliegenden Beitrag wird ein computergestütztes Lehr-/Lernarrangement vorgestellt, das unter Berücksichtigung aktueller Forschung und der Besonderheit des Unterrichtsfachs Sport konzipiert wurde. Auf Basis des Learning-Management-Systems moodle wurde ein Plug-In entwickelt, das die Annotation und Kommentierung von Unterrichtsvideoaufzeichnungen ermöglicht. Didaktisch wird dabei ein transaktiver Wissens- und Kompetenzaufbau fokussiert, der den Teilnehmer/innen das Aufbrechen prototypischer Handlungsstrukturen ermöglicht soll.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is included in the Line of Research Formation, Knowledge and Professional Development (PPGE/CE/UFSM) and aims to analyze the impacts caused by the curriculum restructuring in 2004 CEFD/UFSM, on knowledge teaching of effective professor who began to act in the courses of Degree and Bachelor simultaneously. It is justified by the need for research on understanding the impact caused by Law n. 9.696/98 and Judgement CNE/CES n. 07/04, the theoretical concepts and practices used by teachers in their pedagogical interventions, resulting in the division of the Degree and Bachelor courses. To contribute in the discussions were prepared following specific objectives: a) recognize the significant events that helped in the construction of teaching knowledge of professor CEFD/UFSM; b) identify the teaching methods used by teachers CEFD/UFSM in Bachelors and Degree courses c) understand the problems created by the current context of formative CEFD/UFSM. The methodology was characterized as a qualitative case study. Participated in the investigation six (6) teachers representing different departments are on course (DMTD, DDI, DDC), which have both disciplines in the Bachelor and Degree as. The information was obtained through structured interviews and their interpretations are given from the content analysis developed by Bardin (1978). After exploration of the material we adopted four (4) categories created by Tardif (2005), were they: 1st) professional knowledge or science; 2nd) curricular knowledge, 3rd) disciplinary knowledge, and, 4th) experiential learning. The theory is based on the studies of Nóvoa (1995), Garcia (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) among others, to understand the complexities of the construction of knowledge of teachers who work in higher education. Through the reflections made, it was found that the impact of the current curriculum of CEFD/UFSM, focuses on curriculum knowledge of teachers, specifically with respect to adjustments to the content and teaching methods developed in the classroom through using examples characterizing their applications in one area or the other. / Este estudo está inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (PPGE/CE/UFSM) e tem como objetivo analisar os impactos causados pela reestruturação curricular de 2004 no CEFD/UFSM, sobre os saberes docentes dos professores efetivos que passaram a atuar nos cursos de Licenciatura e Bacharelado simultaneamente. Justifica-se a investigação pela necessidade de compreensão sobre as repercurssões causadas pela Lei n. 9.696/98 e Parecer CNE/CES n. 07/04, nas concepções teóricas e práticas utilizadas pelos professores em suas intervenções pedagógicas, decorrentes da divisão do curso em Licenciatura e Bacharelado. Para contribuir com as discussões foram elaborados os seguintes objetivos específicos: a) reconhecer os fatos significativos que auxiliaram na construção dos saberes docentes dos professores do CEFD/UFSM; b) identificar os métodos didáticos utilizados pelos professores do CEFD/UFSM nos cursos de Licenciatura e Bacharelado; c) compreender os problemas gerados pelo atual contexto formativo do CEFD/UFSM. A metodologia foi caracterizada como qualitativa do tipo estudo de caso. Participaram da investigação seis (6) professores representando os diferentes departamentos existentes no curso (DMTD, DDI, DDC), que possuem disciplinas tanto na Licenciatura quanto no Bacharelado. As informações foram obtidas por meio de entrevistas semiestruturadas e suas interpretações se deram a partir da análise de conteúdo desenvolvida por Bardin (1978). Após a exploração do material adotou-se como categorias os quatro (4) saberes descritos por Tardif (2005), tais como: 1ª) saber profissional ou científico; 2ª) saber curricular; 3ª) saber disciplinar; e, 4°) sab er experiencial. O corpo teórico tem como base os estudos elaborados por Nóvoa (1995), García (1999), Tardif (2002), Cunha (2010), Isaia (2010), Bolzan (2010) entre outros, para a compreensão das complexidades da construção dos saberes dos professores que atuam no ensino superior. Através das reflexões realizadas, constatou-se que o impacto causado pela atual organização curricular do CEFD/UFSM, concentra-se nos saberes curriculares dos professores, mais especificamente, com relação às adaptações dos conteúdos e métodos didáticos desenvolvidos em sala de aula, por meio da utilização de exemplos que caracterizam suas aplicações em uma área ou outra.

This research is part of the research line Education and Arts of Postgraduate Program in Education of Federal University of Santa Maria and was developed along with FAPEM Formação, Ação e Pesquisa em Educação Musical research group. The research aimed, as main objective, to comprehend the meanings (VYGOTSKY, 2009) attributed by undergraduates in the Pedagogy Major at UFSM to the music education in their professional-academic formation. The investigation followed methodological paths of qualitative approach, consisting of a case study (YIN, 2010) which had as instrument of data production five direct participant observations in Early Child Music Education classrooms, in the referred major, as well as the realization of individual interviews with six undergraduates in this discipline, during the development of this research. The observations were written in a Field Diary (TRIVIÑOS, 1987; LIMA; MIOTO, DAL PRÁ, 2007). The study was analyzed in meaning nuclei (AGUIAR; OZELLA, 2006; 2013), aiming at apprehending the meanings produced by the subjects. The resulting analytical categories refer to some of the contexts lived by the undergraduates, which constitute needs, motifs (REY, 2003; RODRIGUES; LUSTOSA, 2010) and meanings about music education in its professional-academic formation: Higher Education and labor market; Pedagogy Major relation between theory and practice; Musical Education in the Pedagogy Major; and Music in the undergraduates‟ personal and professional life. The theoretical framework that founded this research was anchored in five themes: (1) Meanings, according to Vygotsky (2009) and authors who have studied him (COSTAS; FERREIRA, 2011; ZUIN, 2011; AGUIAR; OZELLA, 2013); (2) Higher Education and its relation to the labor market (NOGUEIRA, 2012; FÁVERO; SGUISSARDI, 2012) and adult formation (ZABALZA, 2004); (3) the Pedagogy Major as locus of professional-academic formation of Child and Early Child Basic Education teachers (BRASIL, 2006); (4) Music Education in Pedagogy Major in Brazil (FIGUEIREDO, 2001; 2003; 2004; FURQUIM, 2008; CISZEVSKI, 2010) specifically in the Pedagogy Major at UFSM (BELLOCHIO, 2000; SPANAVELLO, 2005; CORREA, 2008; WERLE, 2010, OESTERREICH, 2010; DALLABRIDA, 2013); and (5) Music social meanings (SOUZA, 2002; LOUREIRO, 2003; HUMMES, 2004; HENTSCHKE et al, 2009; FREIRE, 2011; AMATO, 2012). We have concluded that the meanings attributed to music education in the Pedagogy Major at UFSM are related to meanings of Music associated to affectivity: to entertainment, to the construction of interpersonal relations and identities, to the expression of thoughts, emotions and feelings. Collaborative work developed in the disciplines of Music and Drama has enriched the meanings of Early Child Music Education discipline, in the Pedagogy major, constituting meanings about music education in this formative moment, according to the undergraduates. / Esta pesquisa está vinculada à linha Educação e Artes, do PPGE/UFSM e foi desenvolvida junto ao grupo de pesquisa FAPEM Formação, Ação e Pesquisa em Educação Musical. Buscou, como objetivo geral, compreender os sentidos (VYGOTSKY, 2009) atribuídos por acadêmicas do curso de Pedagogia/Diurno/UFSM à educação musical em sua formação acadêmico-profissional. A investigação percorreu caminhos metodológicos da abordagem qualitativa, consistindo em um estudo de caso (YIN, 2010) que teve como instrumentos de produção de dados cinco observações diretas e duas observações participantes nas aulas de Educação Musical para a Infância, do curso de Pedagogia/Diurno/UFSM, bem como a realização de entrevistas individuais com seis acadêmicas que cursavam essa disciplina, no período de desenvolvimento da pesquisa. As observações realizadas foram redigidas em Diário de Campo (TRIVIÑOS, 1987; LIMA; MIOTO, DAL PRÁ, 2007) O estudo foi analisado em núcleos de significação (AGUIAR; OZELLA, 2006; 2013), que tem como objetivo a apreensão de sentidos atribuídos pelos sujeitos. As categorias de análise resultantes remetem a alguns dos contextos vividos pelas acadêmicas, os quais constituem necessidades, motivos (REY, 2003; RODRIGUES; LUSTOSA, 2010) e sentidos sobre a educação musical em sua formação acadêmico-profissional: Ensino Superior e mercado de trabalho; Curso de Pedagogia relação entre teoria e prática; educação musical no curso de Pedagogia; e Música na vida pessoal e profissional das acadêmicas. O referencial teórico que fundamentou a pesquisa esteve ancorado em cinco temas: (1) Os sentidos, segundo Vygotsky (2009) e seus estudiosos (COSTAS; FERREIRA, 2011; ZUIN, 2011; AGUIAR; OZELLA, 2013). (2) O Ensino Superior e sua relação com o mercado de trabalho (NOGUEIRA, 2012; FÁVERO; SGUISSARDI, 2012) e a formação de adultos (ZABALZA, 2004); (3) O curso de Pedagogia como locus de formação acadêmico-profissional do professor da Educação Infantil e dos anos iniciais do Ensino Fundamental (BRASIL, 2006) (4) A educação musical nos cursos de Pedagogia, no Brasil (FIGUEIREDO, 2001; 2003; 2004; FURQUIM, 2008; CISZEVSKI, 2010) e, especificamente, na Pedagogia/UFSM (BELLOCHIO, 2000; SPANAVELLO, 2005; CORREA, 2008; WERLE, 2010, OESTERREICH, 2010; DALLABRIDA, 2013); e (5) Os significados sociais da Música (SOUZA, 2002; LOUREIRO, 2003; HUMMES, 2004; HENTSCHKE et al, 2009; FREIRE, 2011; AMATO, 2012). Concluiu-se que os sentidos atribuídos à educação musical no curso de Pedagogia/Diurno/UFSM estão relacionados a significados da Música associados à afetividade: ao entretenimento, à construção de relações interpessoais e de identidades, à expressão de pensamentos, emoções e sentimentos e. Um trabalho compartilhado, realizado entre disciplinas de Música e de Teatro enriqueceu os significados da disciplina Educação Musical para a Infância, no curso de Pedagogia, constituindo sentidos acerca da educação musical nesse momento formativo, segundo as acadêmicas.

This research was developed and presented to Program of Graduate Studies in Education, Education Center, University Federal of Santa Maria, Research Line of Knowledge and Professional Development, as Doctoral Thesis. Started from a concern on the part of the author, himself a medical teaching in this institution, with respect to how a subject became a physician, a teacher and a teaching physician, if this is a process that carries a certain linearity or how it happens. Based on the concepts of Imaginary by Cornelius Castoriadis in which would be insured and on which act one habitus medicus - coming from the concept of Pierre Bourdieu's habitus - the research was directed to a holding with a group of medical school of this university attempting to access some views present in their imaginaries of these research subjects, mainly focusing attention on the construction and operation of a habitus medicus structuring role of these imaginary, individual and social. The methodology consisted of semi-structured interviews which were then subjected to content analysis. The consequent discussion with the categorization and unitarization of the corpus concluded that it is possible to identify a habitus medicus in research subjects, whose construction begins early, when entering to the undergraduate course in medicine, usually in the shadow of an habitus medicus of another teacher, older and influential, slowly and inexorably, leading to determine how to give future medical teacher's performance. The work of professionals, contrary initial expectations of the author of this thesis itself, does not put as opposed medical functions and teaching, but rather put them in line, inseparably united both technical and pedagogical teaching performance, varying only the intensity with which one or another aspect shown. Do evidenced by professors, research subjects, is the idea that their educational didactic training is deficient, as they themselves recognize, requiring major institutional actions to get around this. The adoption of the idea that there is a habitus medicus active in these individuals, giving the process a different dynamic, making that future actions implemented within the medical education 's universe could be reconfigured. / Esta pesquisa foi desenvolvida e apresentada ao Programa de Pós-Graduação em Educação, do Centro de Educação da Universidade Federal de Santa Maria, na Linha de Formação, Saberes e Desenvolvimento Profissional, como Tese de Doutorado. Partiu de uma inquietação por parte do autor, ele mesmo um docente médico da instituição, com relação à forma como se constituem o médico, o docente e o docente médico, se este é um processo que guarda uma certa linearidade ou como ele se dá. Partindo dos conceitos de Imaginário de Cornelius Castoriadis no qual estaria inscrito e sobre o qual atuaria um habitus medicus - conceito oriundo do habitus de Pierre Bourdieu a pesquisa direcionou-se para uma exploração junto a um grupo de docentes médicos desta universidade intentando acessar algumas concepções presentes no imaginário destes sujeitos de pesquisa, focando principalmente a atenção na construção e atuação de um habitus medicus com função estruturante destes imaginários, individuais e sociais. A metodologia adotada consistiu na realização de entrevistas semi estruturadas que posteriormente foram submetidas a uma análise de conteúdo. Da discussão decorrente da categorização e unitarização do corpus concluiu-se que é possível sim identificar um habitus medicus nos sujeitos de pesquisa, habitus medicus este cuja construção se inicia precocemente, ao adentrar-se ao curso de graduação em medicina, geralmente à sombra do habitus medicus de um outro professor, mais velho e influente, paulatina e inexoravelmente, levando a determinar como se dará a futura atuação do docente médico. A atuação dos profissionais, contrariando algumas das expectativas iniciais do próprio autor desta Tese, não coloca em oposição as funções de médico e de docente, mas antes as colocam em consonância, indissociavelmente unidas tanto na atuação técnica quanto didático pedagógica, variando apenas a intensidade com a qual um ou outro aspecto se mostra. Do evidenciado pelos docentes médicos, sujeitos de pesquisa, fica a ideia de que a sua formação didático pedagógica é deficitária, conforme eles mesmos reconhecem, sendo necessárias maiores ações institucionais no sentido de contornar esta situação. A adoção da ideia de que há um habitus medicus atuante nestes indivíduos, conferindo ao processo uma dinâmica diferenciada, poderá fazer com que, futuramente, as ações implementadas dentro do universo do ensino médico sejam reconfiguradas.

This study evaluated the POINTE Program, a manualized behavioral intervention designed for use by dance instructors to improve student dance performance using behavioral coaching procedures. This study consisted of three phases. Phase 1 was a formative evaluation of the POINTE Program, which assessed the technical adequacy of the manual. Feedback from 3 experts in Applied Behavior Analysis (ABA) and 4 dance instructors were used to improve the manual content in this phase. Overall, the experts and instructors viewed the POINTE Program as providing accurate information on the basic ABA backgrounds and suggesting behavioral coaching procedures appropriate for use in a training context to address the needs of dance students although certain terms and procedures needed clarification, and minimizing ABA terms and creating videos were required based on their feedback before conducting Phase 2 evaluation. In Phase 2, the feasibility of the POINTE Program was examined with 4 instructors and their 4 students using a multiple-baseline design and structured individual interviews. The results indicated the dance instructors could assess their target student’s skills, select and implement a coaching procedure with fidelity, and monitor student progress without much difficulty. They suggested the provision of consultation in the form of performance feedback, addition of session scripts, and clarification over certain aspects of the coaching procedures following their use of the program. In the final phase, the potential efficacy of the refined POINTE Program was examined using a multiple-baseline design with 4 instructors and their 4 students, which demonstrated that dance instructors could successfully implement behavioral coaching procedures with a minimal feedback support through the use of POINTE Program components, demonstrating the feasibility and potential efficacy of the use of the POINTE Program by dance instructors to enhance student dance performance.

The dialogical plait in individual vocal education Thesis in Music Education by Jannike Huss. Part of the work for the master´s degree. Studies from School of Music, Theatre, and Art, University of Örebro, 2010. Available from Örebro University, SE-701 82 Örebro, Sweden. Original in Swedish. This thesis treats the value of communication for individual vocal education on a higher level. The purpose is to examine and illuminate what is happening in the interaction between teacher and student in individual vocal education, and how it in turn can affect learning. To get deeper knowledge and understanding of the subject, observations of singing lessons and openhearted interviews have been conducted with one teacher and two of her students. During the discussions the participants gave their own views on how an effective communication can occur in the interaction between teacher and student. In this study, only individual lessons in singing on tertiary music education have been studied. The students participating in the study are both prospective teachers with a major in vocals, and it turned out that they already were obvious carriers of two different roles, namely their student role and also their future occupational role. Due to this fact they could experience the interaction from both sides. The interviews with both students were directly connected to their lessons, and after the lessons the teacher was interviewed. All the interviews took shape as open conversations, and have since been transformed into a coherent narrative with a narrative approach in order to create meaning and context (Kvale, 2008; Georgii-Hemming, 2005). Data from the empirical material has been processed, and recounted to a theoretical conceptual framework (von Wright, 2003; Buber, 2004). Keywords: Vocal education, dialogue, interaction face-to-face, intersubjectivity, relationship, teacher training.

Dans l'optique d'une éducation au plurilinguisme dont l'objectif est de faire en sorte que tout ce qui se pratique en dehors et à côté de la langue de scolarisation bénéficie à cette dernière et, inversement, que la manière dont celle- ci est développée permette aussi l'ouverture à la pluralité, nous nous intéressons à la formation continue des enseignants qui ont la charge de préparer l'élève à entrer dans l'écrit. Notre objet traite de la formation par la recherche comme microprocessus de changement modifiant les pratiques enseignantes, et plus spécifiquement des procédures par lesquelles les enseignants en poste se forment à une approche didactique innovante fondée sur les principes d'une éducation plurilingue et interculturelle appliquée à l'entrée dans l'écrit. Ces processus sont analysés, par le biais d'études de cas, au sein d'un dispositif original de formation in situ par la recherche où enseignant et chercheur agissent de concert et où la réflexivité occupe une place centrale. Dans cette thèse, nous entendons retracer notre cheminement de chercheur impliqué, qui de la salle de classe nous a conduite à une proposition de formation, par la recherche, à la didactique du plurilinguisme à travers d'une part, l'exploration des pratiques ordinaires liées à l'entrée dans l'écrit et à l'apprentissage de la lecture, des représentations, croyances, savoirs (RCS) sous-jacents à ces pratiques ; d'autre part, l'analyse de pratiques enseignantes afin de définir des processus de changement qui soutiennent leur évolution. / With a view to a mutilingual education as a mean to create a beneficial link between what is practised outside and beside school language and language itself, and the way in which the development of this one also allows the opening to plurality, we are interested in teacher training and the way they have the responsibility for preparing pupils into reading. Our object deals with research education as a micro-process of change which will modify teache practice, and more specifically the procedures by which the teachers on duty are given the view of an innovating didactic approach which is founded on the principles of a multilingual and intercultural education applied to the beginning of writing in learning. These processes are analyzed, through case studies and within an original device of in situ research education where teachers and researchers have a concerted action and where reflexivity stands as a main point. In this thesis, we intend to tell our itinerary of implied researcher, who, from the classroom, has led us to a training proposal by research, up to multilingual didactics. Through the exploration o first, the ordinary practice related to writing and reading learning, of representations, beliefs, the knowledge (RCS) implicit to these practices, and second, the analysis of teaching practices, we will try to define the processes of change which support their evolution.

Human behaviour in educational contexts can be facilitated and supported by technology enhancements. This thesis considers a virtual 3D world as one such technological enhancement and explores its use in supporting technology acceptance in pre-service teacher education. The adaptation of different educational technology tools can often be challenging for teachers due to negative perceptions, lack of experience and a fear of technology. This thesis investigates the role that immersion within virtual environments can play to change perceptions, increase experience with and overcome fears associated to adopting technologies in the classroom. For this reason, this thesis asks the following questions: What factors and indicators show a positive influence on the participants’ perceptions of learning technologies? Do the virtual world (VW) activities encourage more VW connections and interactions inside the VW? What are the pre-service teachers’ reflections on learning in the VW setting? How is the learning experience in the VW applied to the real world classroom practice? This study focuses on the use of classroom technologies in a pre-service teaching program at the University of Malta. PreVieW (Pre-service teachers Virtual World experience) is evaluated using quantitative, qualitative and social network analysis (SNA). The combination of these three methods is used to measure the extent of the VW’s influence as a medium in affecting the participants’ perceptions about classroom technologies and their behavioural intentions to adopt technology during teaching. The results show that the VW experience has an overall significant positive effect on the self-reported perceptions of technology. Factors affecting this result are perceived ease of use, experience and attitude, whilst social network graphs show that VW activities are responsible for social group formations. Participants attribute the strengths of PreVieW to its flexibility and learner-centric activities whilst finding the technical setup as challenging. Participants reflect on the cultural differences in the understanding of teaching and learning in the VW as opposed to a traditional classroom. Findings lead to a deeper understanding of the human-computer interactions in a VW set in a formal learning experience. Following this a model is recommended proposing the integration of a VW experience in a teacher education program together with a number of propositions to enrich learning in a 3D VW.