Preservice teachers’ pedagogical decisions in virtual simulated teaching

Effects of a structured digital feedback intervention

Bibliographic Data

ID22431776
AuthorsAnne Estapa (0000-0002-9810-0821, University of Iowa, corresponding author), Emily Herbst (University of Iowa), Jasmin Wangler (University of Iowa), Mohammed A Humaidi (University of Iowa), Matthew Lira (0000-0003-4410-0575, Iowa Department of Education)
Year2026
Pages1-17
Publication date2026-05-22
Open AccessNo
TypeARTICLE
VenueJournal of Digital Learning in Teacher Education (JOURNAL)
Journal identifiersISSN: 2153-2974 • E-ISSN: 2332-7383
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/21532974.2026.2672947
OpenAlexW7162091526
LanguageEN
References cited23

This study investigates how a simulated teaching intervention, supported by structured feedback, influences preservice teachers’ (PSTs’) pedagogical decision-making and their enactment of reform-oriented mathematics teaching practices aligned with NCTM’s (2014) Effective Mathematics Teaching Practices. As part of a larger project, PSTs (n = 160) enrolled in an elementary mathematics methods course participated in a virtual classroom simulation. A subset (n = 39) engaged in two teaching episodes spaced six weeks apart, with a structured virtual debrief and feedback intervention occurring between sessions. Grounded in Grossman et al.’s (Citation2009) pedagogies of practice and informed by diSessa’s (Citation1993) knowledge-in-pieces perspective on learning, this study draws on NCTM’s (2014) eight Effective Mathematics Teaching Practices to examine how PSTs reflect on and apply specific strategies to support student thinking. Qualitative data from transcribed simulations and debrief reflections were collaboratively coded to identify evidence of change, alignment, and reflection across teaching episodes. Findings reveal growth in PSTs’ ability to enact reform-oriented practices, particularly in facilitating mathematical discourse and eliciting student reasoning. These results suggest that simulation, when coupled with timely feedback, offers a valuable approximation of practice that supports preservice teachers in developing more coherent, student-centered instructional strategies.

Computer-Assisted Instruction · Computer-mediated communication · Educational technology · Electronic learning · Higher education · Teaching method · Technological literacy · Technology integration · Education and Technology Integration · Mathematics Education and Teaching Techniques · Teacher Education and Leadership Studies

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