Refining preservice teachers’ vocabulary instruction through coaching and reflection using mixed reality simulations

Abstract

Background: Effective vocabulary instruction underpins learners’ oral and reading comprehension; however, persistent comprehension difficulties in South African schools linked to limited vocabulary teaching highlight the need to strengthen preservice teachers’ instructional capacity.
Objectives: This study examined how engagement in iterative cycles of practice, supported by coaching and reflection within mixed reality simulation (MRS) microlessons, enhances preservice teachers’ isiZulu vocabulary instruction in the Foundation Phase.
Method: A qualitative interpretive case study design was used, drawing on lesson observations, coaching and reflection sessions, and focus group interviews. The study involved 19 second-year university students in Johannesburg preparing to teach isiZulu Home Language reading in Foundation Phase classrooms.
Results: Preservice teachers initially struggled with appropriate word selection, systematic instruction, and the provision of learner-friendly definitions, resulting in fragmented explanations and limited learner understanding.
Conclusion: Engagement in MRS microlessons, coaching, and reflection discussions improved participants’ ability to select, explicitly teach, and clearly explain vocabulary, thereby enhancing learners’ contextual understanding.
Contribution: The findings of this study show that integrating MRS microlessons, coaching, and reflection discussions strengthens preservice teachers’ vocabulary instruction and supports their preparation to address comprehension challenges in South African classrooms through simulated practice, feedback, and reflective approaches that transform teaching practices into effective and inclusive ones.