Table 3 Results for Perceptions of Learning from the Simulated Teaching Experience
Code | Teacher Educators (n = 4) n | Preservice Teachers (n = 49) n (%) |
|---|---|---|
Related to Dimensions of Argumentation-Focused Discussions | 2 | 19 (39%) |
 Student Participation (Dimension 1) | 2 | 10 (20%) |
 Discussion Structure (Dimension 2) | 1 | 3 (6%) |
 Student Interactions (Dimension 3) | 0 | 4 (8%) |
 Student Understanding (Dimension 4) | 1 | 6 (12%) |
 Argumentation (Dimension 5) | 0 | 5 (10%) |
Preparation Importance | 2 | 15 (31%) |
Flexible | 1 | 13 (27%) |
Recognize Discussion Importance/Challenge | 0 | 3 (6%) |
Preservice Teachers’ Emotional Regulation | 0 | 3 (6%) |
Practice | 0 | 3 (6%) |
Knowing and Responding to Students | 2 | 2 (4%) |
Vague | 1 | 2 (4%) |
None | 0 | 1 (2%) |
Other | 0 | 1 (2%) |
Did Not Respond | 0 | 5 (10%) |