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Table 5 Results for Preservice Teachers’ Perceptions about Discussion Performance

From: Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Code

Preservice Teachers

(n = 49)

n (%)

Related to Dimensions of Argumentation-Focused Discussions

11 (22%)

 Student Participation (Dimension 1)

4 (8%)

 Discussion Structure (Dimension 2)

2 (4%)

 Student Interactions (Dimension 3)

5 (10%)

 Student Understanding (Dimension 4)

5 (10%)

 Argumentation (Dimension 5)

2 (4%)

Preservice Teacher Characteristics

11 (22%)

Lack of Preparation

6 (12%)

Other

4 (8%)

Technology Issues

3 (6%)

Context

2 (4%)

Students

2 (4%)

Inexperience in Classrooms

2 (4%)

Discussion Time

1 (2%)

Vague/Not Related

1 (2%)

Did Not Respond

3 (6%)

Not Prompted to Respond

17 (35%)

  1. While we had 49 elementary science preservice teachers (PSTs) participate in this study, 32 of them (65%) agreed or somewhat agreed that they did not perform as well as they could have in the simulated classroom, and therefore were prompted to provide a written response explaining why. Of those 32 PSTs, 29 of them provided a written response explaining why they did not perform as well as they could have facilitating the science discussion. Here we keep the total number of PSTs as 49 PSTs, since that was the number of PSTs who originally responded to the question about whether they performed as well as they could have in the simulated classroom