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Seeking to Support Preservice Teachers' Responsive Teaching: Leveraging Artificial Intelligence-Supported Virtual Simulation

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  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      22
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      2110777
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Preservice Teachers; Preservice Teacher Education; Artificial Intelligence; Computer Simulation; Computer Assisted Instruction; Interpersonal Communication; Discussion (Teaching Technique); Teacher Student Relationship; Teacher Response; Knowledge Base for Teaching; Teacher Competencies; Teaching Methods; Teaching Skills; Communication Skills; Instructional Effectiveness
    • Accession Number:
      10.1111/bjet.13522
    • ISSN:
      0007-1013
      1467-8535
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1466962