The Role of Automated Post-Rehearsal Feedback on Pre-Service Mathematics Teacher Questioning

Rehearsal simulations create opportunities for pre-service teachers to build questioning skills before they enter the classroom, yet such experiences are rarely accompanied by detailed individualized feedback. This exploratory study considers the role of automated feedback on pre-service teacher questioning in an elementary mathematics methods course. Twenty-seven pre-service teachers used a chat-based dialogue simulator three times and were provided with automated feedback after each rehearsal. Results show that over the three rehearsal attempts there was a statistically significant increase in the number of probing and exploring questions asked by the pre-service teachers. Results suggest that teaching simulation tools that incorporate automated feedback can effectively contribute to the development of high-quality teaching practices.