From Invisible Intuition to Observable Action: Rethinking Pedagogical Tact through Simulation-Triggered Judgment

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 1
  In Roundtable Session: Innovations in Teacher Learning: Cognitive Apprenticeship, Feedback, and Technology Integration

Abstract

This study investigates pre-service teachers’ responses to unexpected events and the development of pedagogical tact in virtual classrooms. Using a qualitative multiple-case design, 19 pre-service teachers conducted lessons with virtual students in the MetaClass platform. Fifty-four unexpected event episodes were identified and coded along two dimensions: event type and teacher response strategy. The most frequent events included deviations from expected responses, silence, exceeding expectations, and off-task behaviors, with teachers predominantly using control-oriented strategies. Comparison with a peer-role-play lesson showed virtual students elicited more spontaneous, challenging interactions. Longitudinal analysis revealed a shift from avoidant to constructive strategies over repeated practice. Findings underscore the potential of virtual classrooms to foster adaptive teaching expertise in a safe, authentic environment.

Authors

• Mengyan Wei, East China Normal University

• Yuanyuan Li, Shanghai Normal University