Details
Publications
- FirstAuthorLastName
- Zhang
- FirstAuthorName
- Nuodi
- Title
- Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence‐supported virtual simulation
- Year
- 2024
- Abstract
- Preparing preservice teachers (PSTs) to be able to notice, interpret, respond to and orchestrate student ideas—the core practices of responsive teaching—is a key goal for contemporary science and mathematics teacher education. This mixed‐methods study, employing a virtual reality (VR)‐supported simulation integrated with artificial intelligence (AI)‐powered virtual students, explored the frequent patterns of PSTs' talk moves as they attempted to orchestrate a responsive discussion, as well as the affordances and challenges of leveraging AI‐supported virtual simulation to enhance PSTs' responsive teaching skills. Sequential analysis of the talk moves of both PSTs (n = 24) and virtual students indicated that although PSTs did employ responsive talk moves, they encountered difficulties in transitioning from the authoritative, teacher‐centred teaching approach to a responsive way of teaching. The qualitative analysis with triangulated dialogue transcripts, observational field notes and semi‐structured interviews revealed participants' engagement in (1) orchestrating discussion by leveraging the design features of AI‐supported simulation, (2) iterative rehearsals through naturalistic and contextualized interactions and (3) exploring realism and boundaries in AI‐powered virtual students. The study findings provide insights into the potential of leveraging AI‐supported virtual simulation to improve PSTs' responsive teaching skills. The study also underscores the need for PSTs to engage in well‐designed pedagogical practices with adaptive and in situ support. Practitioner notes What is already known about this topic Developin
- Link
- https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13522
- Type
- EmpiricalPaper
- CreatedByUserId
- 4236c42d-d110-4ac9-8c50-12518405be60