Abstract
This study explores the perceptions of mathematics teacher candidates regarding the use of simulation technology in their professional growth. Simulation technology, initially used in fields such as nursing and aviation, has been adapted for teacher education to provide a realistic and safe environment for practicing instructional skills. This phenomenological qualitative study involved six participants from a Midwest university, who engaged in a simulated classroom scenario with student avatars to practice teaching and reflect on their experiences. The findings reveal that the simulation technology enhanced the candidates' openness to diverse student solutions, improved their rapport-building skills, and increased their confidence in teaching.
How to Cite
Griesmer, R. & Matney, G., (2024) “Teacher Candidate Perceptions of Learning through Simulation Technology”, Ohio Journal of School Mathematics 98(1), 1--8.