Table 2 Coding for Perceptions of Learning from the Simulated Teaching Experience

Student Participation (Dimension 1)

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to being responsive to students, focusing on making sure that the discussion is grounded in students’ ideas, and/or that all students are engaged in some meaningful component of the discussion.

Discussion Structure (Dimension 2)

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the degree to which the teacher is able to shape a coherent discussion and/or focuses in particular on building and connecting ideas toward a learning goal.

Student Interactions (Dimension 3)

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the ways that teachers strive to facilitate the discussion so that students are responsible for explaining key ideas to each other.

Student Understanding (Dimension 4)

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the extent to which the teacher and students are involved in the evaluation of ideas that are put forth during the discussion and/or focusing on helping students to build their conceptual understanding.

Argumentation (Dimension 5)

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the degree to which students engage in argumentation.

Preparation Importance

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to a general importance of preparing for the discussion.

Flexible

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to being flexible when preparing for and/or when leading the discussion.

Recognize Discussion Importance/Challenge

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the importance and/or challenge of including discussion in a math/science classroom.

Importance of Preservice Teachers’ Emotional Regulation as Learners

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to using and/or developing PSTs’ socioemotional skills (e.g., confidence, patience).

Practice

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the use of the simulated discussion activity as a way to practice and gain experience for teaching real students or a way to gather information about one’s practice.

Importance of Knowing and Responding to Students

Describes a main takeaway or learning from the simulated discussion teaching activity cycle linked to the importance of knowing and/or responding to the students and their thoughts, ideas, perspectives, and/or behaviors.

Vague/Not Related

Describes a main takeaway or learning from the simulated discussion teaching activity cycle that is too vague to categorize.

None

Describes no main takeaway or learning from the simulated discussion experience.

Other

Describes a main takeaway or learning from the simulated discussion teaching activity cycle that is not one of the previous codes.

Did Not Respond

This code was applied when the preservice teacher did not provide a written response to this survey question.