AI as the Student: Conceptual Design of a Simulation Environment for Developing Teacher Discourse Competence
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| Title: | AI as the Student: Conceptual Design of a Simulation Environment for Developing Teacher Discourse Competence |
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| Language: | English |
| Authors: | Sabine Seufert, Philipp Hartmann, Susan McKenney, Sara van der Linden |
| Source: | International Association for Development of the Information Society. 2025. |
| Availability: | International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Simulation, Artificial Intelligence, Technology Uses in Education, Classroom Communication, Teacher Competencies, Preservice Teacher Education, Dialogs (Language), Science and Society, Accountability |
| Abstract: | This paper presents the conceptual design of a simulation-based training system that supports pre-service teachers in developing discourse competence for facilitating accountable classroom talk on socio-scientific issues (SSI). The system is grounded in research on dialogic teaching, conceptual change, teacher reflection, and the TPACK framework. It comprises five interconnected modules: knowledge training, simulation preparation, dialogic simulation, discourse analytics, and reflective feedback. The components are powered by generative AI based on large language models (LLMs), which provide adaptive support across the entire learning cycle from explaining pedagogical concepts to generating realistic student responses, analyzing teaching moves, and delivering personalized feedback. The system creates a practice-oriented, low-risk environment in which pre-service teachers can experiment with discourse strategies, manage epistemic and emotional complexity, and reflect on their instructional decisions. In addition to demonstrating the pedagogical potential of generative AI, design also raises broader questions about the development of trustworthy educational technologies. Future work includes empirical evaluation in the form of a pilot study and iterative refinement through design-based research. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677822 |
| Database: | ERIC |
| Abstract: | This paper presents the conceptual design of a simulation-based training system that supports pre-service teachers in developing discourse competence for facilitating accountable classroom talk on socio-scientific issues (SSI). The system is grounded in research on dialogic teaching, conceptual change, teacher reflection, and the TPACK framework. It comprises five interconnected modules: knowledge training, simulation preparation, dialogic simulation, discourse analytics, and reflective feedback. The components are powered by generative AI based on large language models (LLMs), which provide adaptive support across the entire learning cycle from explaining pedagogical concepts to generating realistic student responses, analyzing teaching moves, and delivering personalized feedback. The system creates a practice-oriented, low-risk environment in which pre-service teachers can experiment with discourse strategies, manage epistemic and emotional complexity, and reflect on their instructional decisions. In addition to demonstrating the pedagogical potential of generative AI, design also raises broader questions about the development of trustworthy educational technologies. Future work includes empirical evaluation in the form of a pilot study and iterative refinement through design-based research. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.] |
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