From Theory to Practice: Virtual Reality Technology Facilitates Efficient Transformation of Preschool Teacher Education

Abstract

This paper explores the application of Virtual Reality (VR) technology in the efficient transformation of preschool teacher education, from theory to practice. The research background highlights the importance of preschool education, the crucial role of teacher training in enhancing its quality, and the potential of VR technology in education. The study aims to investigate how VR technology can facilitate the efficient transformation of preschool teacher education, analyze its specific applications and effects, and propose strategies and recommendations for teacher training based on VR technology. The literature review summarizes current research on VR technology in education, progress in preschool teacher training models, and preliminary explorations of VR in teacher training. The theoretical foundation is based on learning theories such as constructivism and situational learning, technology acceptance and use theory, and theories of educational innovation and technology integration. An analysis of the current situation in preschool teacher training reveals limitations in traditional models, such as the disconnection between theory and practice, the lack of immersive learning experiences, and inadequate personalized training. The paper then discusses the advantages of VR technology, including immersive learning, flexible teaching scenarios, and personalized learning paths. The conclusion summarizes the value of VR technology in preschool teacher training, successful experiences, and existing problems, and provides future directions for the deep integration of technology and education, continuous innovation in teacher training models, and implications for educational policy and practice.