Determining the attitudes of pre-service teachers toward virtual reality technologies and their perceptions of professional competence

In recent years, the rapid advancement of technology has led to significant changes in various fields, including education. Virtual reality technology, which has recently been integrated into teaching and learning processes, is a key aspect of this transformation. This technology has made teachers' and teacher candidates' attitudes toward it increasingly important. Despite the benefits provided by virtual reality technology, challenges may arise during its implementation if the necessary knowledge, skills, and attitudes are not in place. At this point, the perception of professional competence, which encompasses the knowledge and skills required to practice the teaching profession, becomes crucial. The aim of this study is to determine teacher candidates' perceptions of professional competence and their attitudes toward virtual reality technology, as well as to explore whether these factors vary by gender and grade level. The study employed convenience sampling, selecting teacher candidates from the Classroom Teaching and Science Teaching departments of the Faculty of Education at Manisa Celal Bayar University, covering first-year through fourth-year students. A total of 110 teacher candidates participated in the study, including 27 males and 83 females. A survey method, one of the quantitative research techniques, was used in this study. Data were collected using two different scales: the "Educational Virtual Reality Technology Attitude Scale" developed by Karaoğlan-Yılmaz (2023), consisting of 9 items, and the "Teacher Candidates' Professional Competence Scale" developed by Sarpkaya (2021), consisting of 28 items. Descriptive statistical analyses were initially conducted on the data collected through these scales, followed by analyses to determine whether attitudes differed by gender and grade level. The analysis of teacher candidates' professional competencies revealed gender-based differences, while no significant differences were observed based on grade level. Conversely, the virtual reality technology attitude scale showed no significant differences by gender but did indicate significant differences by grade level.